Although there is a considerable amount of relevant academic research and practical applications for effective teaching of natural education. The effective teaching of natural education teachers is the teaching performance of teachers, so that in academic research, the topics of “effective teaching”, “teaching performance”, “teacher performance” and practical application are the most important ones, and on the basis of different research schools and orientations, scholars do not have the same content in analysing effective teaching。
The effective teaching of natural education consists of a classification of levels and directions from the point of view of teachers ' teaching as a whole, from the point of view of their effective teaching behaviour or conditions, and from an analysis of the factors influencing it. There is a wide range of views that support the study or definition of their content, but most of the subjects explored in the study are dominated by general teaching subjects。
The effective teaching of research by natural education teachers tends to focus on teaching performance and evaluation. Teachers of natural education should adopt those teaching practices, those that are expected to produce the desired educational results or the performance of their students, with a focus on the importance that teachers attach to known teaching behaviour and the neglect of the motivation of teachers ' teaching experience. This situation reflects an imbalance in the focus and direction of research related to effective teaching, not only a very limited number of reasons for success or failure in the teaching of natural education, but also a lack of strong and strong language on the practical application of the design of appropriate teaching and evaluation of post-natural education。
The costs of policy development and natural education outputs are considerable. Research on the effective teaching of natural education indicates that personal factors such as gender, age, service age, personality characteristics, etc., have a considerable impact on the behaviour of teachers; that teacher influence can explain 25 per cent of the variation in student achievement; and that estimation equations consisting of teacher characteristics (e. G. Education, experience, etc.) cannot be closely linked to teaching effectiveness. On the other hand, it is clear from some studies of natural education output that students ' efforts contribute significantly to natural education output (becker and rosen, 1992; brown and stein, 1980; monk, 1992). The performance of teachers, which affects students ' learning behaviour, determines the effectiveness of learning。
Teachers can improve their efforts by choosing and applying teaching techniques or tools that enable them to react positively, improve their teaching performance and improve the output of natural education values. There is a need to further clarify the effective teaching of nature education from the behaviour of the teaching process and student performance。
I. Effective teaching concepts
1. Effective pedagogical meaning
The definition of effective teaching is often based on different interpretations of research. From the teaching history, effective teaching is the result of the teacher's understanding of the structure of the content of the teaching and its practical aspects, of the student's identity and of the principles of learning, and of the smoothing of teaching activities through the application of strategies. From the teaching results, effective teaching is the result of the teacher's efforts to achieve certain natural educational objectives or rapid progress in teaching. Taking into account the views of several scholars, effective teaching is the effective application by teachers of strategies in the teaching process that enable students to succeed in learning, perform well in their behaviour, pursue excellence in the implementation of teaching activities, curriculum and teaching, and evaluate the effectiveness of teaching in order to achieve the intended teaching objectives, along with the five main features of curriculum clarity, diversity of teaching, improvement of student success rates, focus on the learning process and orientation of teachers ' tasks。
2. Effective teaching, teaching and teacher performance
The three terms of effective teaching, teaching performance and teacher performance are generally considered to be similar concepts and are used in a mixed manner, although the performance of teachers is usually a perception, judgement or belief that teachers subjectively evaluate their ability to influence the success or failure of learners; the performance of teaching is the self-educative belief of teachers in the power of nature education, the responsibility of students for learning success or failure, the role of learning, the degree of influence they have on students, and the systematic presentation of teaching materials, the adoption of a pluralistic teaching approach, the examination of students ' knowledge, the provision of practice and feedback, the creation of a good outdoor teaching climate, the promotion of effective teaching and learning performance。
The concept of pedagogic performance is greater than the performance and effectiveness of teaching. The difference is that the performance of teachers emphasizes teachers ' perception or belief in their ability to teach themselves, that effective teaching values the behaviour of specific natural education subjects in which teachers have successfully promoted the learning of students in the course of teaching, and that the effectiveness of teaching has highlighted the effectiveness and performance of their perception and behaviour in the course of effective teaching. The three are similar in that the focus is on teachers ' teaching, with the aim of improving their effectiveness and achieving their objectives。
Effective teaching behaviour
Effective teaching is a teaching process with different tasks and characteristics at all stages of the teaching process. Pedagogical factors are grouped into four categories: pre-factors, situational factors, process factors and outcome factors, among which are the quality of the teacher; situational factors include the characteristics of the student, the community and teaching context, the team context, etc.; process factors are the interaction of the teacher's behaviour with the student's behaviour in outdoor instruction; and, in terms of outcome factors, immediate effects include student achievement, attitudinal formation and acquisition of skills。
After analysing the effective teaching of the various points of view, they are grouped into five levels of pre-school thinking and decision-making, thinking and decision-making in teaching, post-school thinking and decision-making, application of teaching strategies, and teaching and learning. In fact, the application of teaching strategies and the management of teaching and learning are considered and determined in the same curriculum, and the effective teaching and learning practices of natural education are presented in the following three stages:
Pre-school behaviour
Integration of teaching studies in natural education, preparation of curricula, refresher studies and preparation of new teaching materials before the need for effective pre-school behaviour; pre-teaching teachers must learn about the students ' old experience and evaluate their emotional state of learning in order to guide them to effective learning; important teaching practices include pre-teaching of pupils ' pre-teaching experience and development of curricula and modules. In other words, the effective teaching behaviour of pre-school teachers can be described as “teaching preparation” as follows: learning about the starting-point behaviour and characteristics of students, drawing up teaching plans, and reviewing and preparing new teaching materials。
2. Behaviour in teaching
The teaching of effective teachers must begin with a short description of the objectives of the teaching, a review of the content previously taught, a description of the conditions necessary for learning, a gradual presentation of teaching materials in the course of the teaching process and the gradual exercise of students, a clear and detailed teaching and interpretation of the teaching, an opportunity for automatic exercise, a response from the student's learning process in order to understand the student's learning situation, a moderate orientation in the initial exercise, systematic feedback and correction, and, lastly, continuous practice to the confidence and independence of all students; teaching should establish a clear set of normative guidelines requiring students to adhere to the provisions of the curriculum in order to improve the teaching and performance; while emphasizing that the description of many students is the most effective teaching method in the outdoor context, effective teaching techniques include the use of a variety of different teaching methods, the use of the teaching media, the use of questioning and discussion skills, and efforts to establish a harmonious relationship between teachers and students are necessary conditions for effective teaching; effective teaching must be facilitated by a supportive outdoor teaching atmosphere, careful discussion, a supportive learning structure and expectations of students ' learning achievements; effective teaching methods, including questions, the use of silence, use。
Natural education advocates nine effective teaching practices, including the provision of study tours, the organization of precise hours, the connection to previous studies with the present, direct teaching, the teaching of learning strategies, the teaching of advanced learning, cooperative learning and appropriate counselling; key projects that summarize the teaching reality of natural education include the use of teaching strategies, the expression of teachers ' expectations, the use of question-and-answer techniques, support for students to study; effective teaching practices, including the establishment of a system of rules, the effective monitoring of activities in seats, the promotion of learning participation, the effective use of teaching time, the random conversion of teaching techniques, the linking of new concepts to old experiences, attention to events in outdoor teaching, the implementation of good curricula and motivation for students to learn; effective teaching of nature education, including measures to inform students of the objectives of the curriculum, the provision of pre-school orientation, the provision of direct step-by-step guidance, the setting of objectives suitable for students, the demonstration of example, the summary or re-study at the end of each course, the sensitization of students, the effective use of audio-visual and oral learning, the provision of immediate evidence, the appreciation of learning opportunities, the use of lessons, as can be seen from the above discussion, there are two categories of effective behaviour in the teaching of natural education:
(1) learning guidance and situational setting, including the establishment of learning norms and conventions, the specification of the necessary conditions for learning, the establishment of harmonious teacher-student relations and interaction, the expression of teachers ' expectations, the support of an outdoor teaching climate, the maintenance of team order, the presentation of learning strategies, etc.
(2) teaching interaction, which includes three types of teaching, evaluation and feedback。
In addition, the "teaching" campaign is one of the most important activities:
(i) inducing motivations, such as a statement of teaching objectives, linking previous experience to current learning
(2) the performance of teaching techniques such as speech, media use, questioning techniques, display of teaching aids, demonstration instructions, etc.
(3) the implementation and monitoring of teaching activities, such as the sequential presentation of teaching materials, the practice of students with advanced studies, activities in cooperation with individual or group groups, the organization or approval of studies, etc., are monitored at all times, with the necessary feedback and correction。
3. After teaching
Teaching results in the course of teaching are recognized as an important link to feedback, and natural education teachers can evaluate the application of technology to obtain the information and feedback needed to improve their teaching, to help students know that they have performed successfully or unsuccessfully, and to adjust their performance; if teachers can provide adequate and extensive feedback, students will have higher learning achievements; and the selection of the evaluation should be consistent with the teaching objectives, while at the same time it will be assessed through diversity。
In particular, there are two types of effective teaching behaviour for natural education after teaching:
(1) evaluation, including targeting and multiple evaluation
(2) feedback, including from students。
Concluding remarks
The purpose of effective teaching in natural education is both to achieve the desired educational goals, which are classified in terms of cognitive, technical and emotional aspects, so that learning achievement for students is mostly in terms of student achievement, skills success and emotional and willal performance。
The teaching practices of natural education teachers can promote academic achievement, behavioural adjustment and competence. Effective teaching by teachers affects students ' learning achievements and learning attitudes, and many psychological studies indicate that individual learning is deeply influenced by perceptions and attitudes. In addition to learning attitudinal influences on learning achievement, teachers can increase the student's learning achievement by drawing on and maintaining the student's attention in teaching. A complete teaching has sufficient time to provide the student's exercise opportunities. It can improve the student's learning achievement. It can be done by making it possible for the vast majority of students to reach a sophisticated level of learning. It is therefore a small number of low-achievements who are unable to keep pace with progress, teachers who are able to divert private time to respond to students ' questions, and teachers who do not waste time in and outside the classroom at all, who can effectively direct students to accept and practice their studies. In addition to a good learning attitude, teachers must be able to draw the attention of students, increase their perception of the content of the teaching, enable them to learn well, guide students patiently after school, and complete all scheduled teaching modules in order to enable them to adopt the requirements of the teaching objectives。
In terms of learning attitudes, there should be six conditions for clear learning purposes, a high level of learning interest, choice and innovative learning methods, integration of learning into existing cognitive structures, good learning retention and good use of learning resources。
Individual perceptions of success lead to positive attitudes on the part of the individual, and the fact that humans acquire standards of behaviour by imitating respectful object models is the most reliable way to change attitudes, while at the same time they are addressed by support for directly enhancing the individual's action. If a student is motivated to learn something, then his learning attitude is proactive。
With regard to psychological theories and research in the field of natural education, it is proposed to help students to feel accepted by teachers and classmates, to experience comfort and order, to have a sense of value and interest, to believe in their abilities and resources, to understand and to have a clear picture of requirements and expectations, which can affect students ' learning awareness and attitudes. Thus, the factors influencing students ' learning attitudes include learning motivations, correct learning methods, adherence to guidance, hard work objectives, and an environment that enables students to learn with peace。
