What are the three commonly used teaching models

The teaching mode originated from Herbart's four-paragraph teaching method, and later by the former Soviet Union, Kelov and others to carry out the transformation of imported into China. Widely popular in our country, many teachers in teaching consciously and unconsciously use this method of teaching. The model is aimed at imparting systematic knowledge and cultivating basic skills. It focuses on fully exploiting the role of human memory, reasoning ability and indirect experience in the mastery of knowledge, so that students can grasp more information more quickly and effectively. The model emphasizes the role of the teacher's guidance, that knowledge is a one-way transmission of the role of teachers to students, paying great attention to the authority of the teacher.　(B) Self-study - tutorial

Self-study tutorial mode of teaching is under the guidance of the teacher's own independent learning mode. This mode of teaching can cultivate students' independent thinking ability, and there are many teachers who use it in teaching practice. (C) inquiry teaching

Inquiry teaching is centered on problem solving, focusing on students' independent activities, focusing on the cultivation of students' thinking ability.　1. Theoretical basis Based on the theory of Piaget and Bruner's constructivism, focusing on students' pre-cognition, focusing on experiential teaching, and cultivating students' inquiry and thinking skills.　2. The basic procedure The basic procedure of teaching is: problem-hypothesis-reasoning-verification-summarize and improve.　First of all, create a certain problem situation to raise questions, and then organize students to guess the problem and make hypothetical explanations, and then design experiments to verify, and finally summarize the law.　3. Teaching principles to establish a democratic and tolerant teaching environment, give full play to the students' thinking ability, teachers should master the students' pre-cognitive characteristics of the implementation of certain teaching strategies.　4. Auxiliary system Certain equipments and related materials are needed for students to explore and learn.　5. Teaching effect Advantages: It can cultivate students' innovative ability and thinking ability, cultivate students' spirit of democracy and cooperation, and cultivate students' ability of independent learning. Disadvantages: Generally, it can only be carried out in small groups, requires a better teaching support system, and takes a long time to teach.　6. Implementation of the recommendations in the inquiry teaching teachers must respect the student's subjectivity, create a tolerant, democratic and equal teaching environment, teachers should break the rules of the students to be certain encouragement, do not easily say to the students right or wrong, the teacher should be guided by the main cut can not be easily informed of the results of the students to explore.

(4) Concept Acquisition Model

The goal of this model is to enable learners to develop their thinking skills by experiencing the process of forming the concepts they learn. The model mainly reflects the viewpoint of cognitive psychology, emphasizing the view that learning is the organization and reorganization of cognitive structure.　1. Theoretical basis The theory of thinking research of Bruner, Goodenough and Austin. They believe that classification is a means of treating different things as equal and a means of simplifying and systematizing the world around us, so as to build certain concepts to understand the complicated world. Bruner believed that the so-called concepts are ideas or abstractions formed by classification based on observation. The process of conceptualization focuses heavily on the similarities in things and ignores the differences. Five elements are needed to define a concept: name, definition, attributes, examples, and interrelationships with other concepts.　2. Basic Procedures The Concept Acquisition Model*** consists of these steps: the teacher selects and defines a concept - the teacher determines the attributes of the concept - the teacher is prepared to select affirmative and negative examples - the student is introduced to the conceptualization process - examples are presented - the student generalizes and defines - more examples are provided - the student is introduced to the conceptualization process. Definition - Providing more examples - Further discussion and development of correct concepts - Application and extension of concepts.　Helping students to acquire concepts effectively is one of the basic tasks of school education. The mode of concept acquisition is "inductive-deductive". First of all, through some examples to let students find the concept of some of the same properties, to grasp the concept of the essential characteristics of the concept different from other concepts. Students need to understand the concept after acquiring the concept, that is, to guide students to understand the concept from the connotation, extension, genus, species, differences and other aspects of the concept. In order to strengthen students' understanding of concepts, they should also identify concepts that are related or similar to the concepts, logically related concepts, relative concepts, and so on. The purpose of learning is to use, in the process of using we can find out the students' mastery of the concepts, we can take timely remedial measures.　4. Auxiliary system A large number of positive and negative examples are needed, and teachers need to prepare them carefully before class.　5. Teaching Effect It can cultivate students' ability of induction and deduction, form clearer concepts, and cultivate students' ability of rigorous logical reasoning.　6. Implementation of the recommendations for the implementation of the content of the concept is very strong teaching, the teacher should do a good job of combing the connotation and extension of the concept before the class.

(E) Butler's independent learning model

In the 1970s, the American educational psychologist Butler put forward the seven elements of teaching, and put forward the "seven paragraphs" theory of teaching, which has a great impact in the international arena.　1. Theoretical Basis Its main theoretical basis is information processing theory.　2. Teaching Procedures The basic teaching procedures are: setting the context - stimulating the engine - organizing teaching - applying new knowledge - testing and evaluation - consolidation exercises - expansion and transfer.　His seven steps of teaching context refers to the internal and external learning situations, the internal situation is the cognitive characteristics of students, the external situation refers to the learning environment, which consists of the following factors: individual differences, metacognition, environmental factors. Motivation is the various triggers for learning new knowledge, and its main components are: emotional feelings, attention, differentiation, and intention. Organization is the interconnection of new knowledge with old knowledge, and its main components are: interconnection, association, conceptualization, and modeling. Application is the initial attempt to use new knowledge, and its components are: participation, experimentation, experience, and outcome. Evaluation is the assessment of new knowledge after the initial attempt to use it, and its components are: informing, comparing, assigning value, and choosing. Repetition is the process of practicing and consolidating, and its main components are: reinforcing, practicing, forming habits, routines, memorizing, and forgetting. Expansion is the transfer of new knowledge to other contexts, and its constituent elements are extension, transfer, conversion, system, synthesis.　3.Teaching Principles Starting from the information processing theory, Butler pays much attention to metacognitive regulation, utilizing learning strategies to process the learning task and finally generating learning outcomes. When teachers utilize this model, they should always remind students to reflect on their learning behaviors. It is important to consider the components of the various steps and to focus on them according to different situations.　4. Support system General classroom environment, teachers who have mastered the learning strategies.　5. Teaching effectiveness This is a universal teaching model, which can be transformed into different pedagogies depending on the content of the teaching, as long as the teacher is flexible enough to achieve the desired results.　6. Suggestions for implementation Teachers should be a research-oriented teachers, with a certain degree of pedagogical and psychological knowledge, mastery of metacognitive strategies, you can flexibly use this mode of teaching.

(VI) Anchor Teaching

This kind of teaching requires building on the basis of contagious real events or real problems. Determination of such real events or problems is compared to the image of "anchor", because once such events or problems are determined, the entire teaching content and teaching process will also be determined (like a ship is anchored).　1. Theoretical basis Its theoretical basis is constructivism. Constructivism believes that the best way for learners to complete the construction of meaning for what they have learned, i.e., to achieve a deep understanding of the nature and laws of the things reflected in that knowledge as well as the connection between that thing and other things, is to let the learners go to the real environment of the real world to feel and experience (i.e., to learn by acquiring direct experience), instead of just listening to the introduction and explanation of others (e.g., the teacher) about such experience. and explanation. Because anchor teaching is based on real-life examples or problems (as "anchors"), it is sometimes called "example-based teaching" or "problem-based teaching" or "contextualized teaching". Therefore, it is sometimes called "example-based teaching" or "problem-based teaching" or "contextualized teaching".　The basic procedure Anchor teaching consists of several parts: (1) Creating a situation - so that learning can take place in a situation that is basically the same as or similar to the real situation.　(2) Determine the problem - in the above situation, select the real events or problems closely related to the current learning topic as the center of learning. The selected event or problem is the "anchor", and the function of this link is to "throw the anchor".　(3) independent learning - not by the teacher directly tell students how to solve the problem faced, but by the teacher to provide students with relevant clues to solve the problem, and pay special attention to the development of students' "independent learning" ability.　(4) Collaborative learning - discussion, exchange, through the exchange of different points of view, to supplement, modify and deepen each student's understanding of the problem at hand.　(5) Evaluation of the effect - because the learning process of anchor teaching is the process of problem solving, the process can be directly reflected in the learning effect of students. Therefore, the evaluation of the effectiveness of this teaching does not need to be independent of the teaching process of the specialized tests, only in the learning process at any time to observe and record the performance of students.　3. Teaching principles Setting up the situation with the generation of problems consistent with the difficulty of the problem should be moderate to have a certain degree of authenticity, in teaching to give full play to the student's subjectivity.　4. Auxiliary system Setting up situations and cooperative learning.　5. Teaching effect Cultivate students' creativity, problem solving ability, independent thinking ability and cooperation ability.　6. Suggestions for implementation Create a situation to throw out the problem at the right time, pay attention to the influence of the situation and the role of inculcation.

(VII) Example Teaching Mode

The example teaching mode is more suitable for the principle, regular knowledge. It is one of the most basic elements of teaching ideological and political courses in secondary schools. He was put forward by the German educational practitioner M. Wagenschein.　1. Theoretical basis Follow the law of human cognition: from individual to general, from concrete to abstract process. In teaching, generally from some examples of analysis to start to perceive the principles and laws, and gradually refined to summarize, and then migrate and integrate.　2, the basic program example of the basic process of teaching is: clarification of the "case" case → paradigmatic clarification of the "class" case → paradigmatic mastery of the principles of the law → mastery of the principles of the law of the methodological significance of the principles of the law of the law of the principle of the use of the training of the "paradigm Teaching by example" advocates the selection of typical cases containing essential, fundamental and basic factors, and through the study of examples, students can understand and master universal laws and principles from individual to general, from concrete to abstract, and from knowledge to practice. The so-called paradigmatic elucidation of "individual" cases refers to the use of typical facts and phenomena as examples to illustrate the essential characteristics of things; the so-called paradigmatic elucidation of "class" cases refers to the use of many facts and phenomena that are essentially consistent with the "individual" cases. The so-called paradigmatic elucidation of the "class" case, refers to the use of many in essence and the "case of" the same facts and phenomena to clarify the essential characteristics of things; paradigmatic mastery of the laws and principles refers to a large number of "class" case to summarize the laws and principles, in the process of summarizing, pay attention to the law or principle of the expression should be accurate, the law of the principle of the name should be clear; mastery of the laws and principles of the purpose and significance is to apply. The purpose and significance of mastering the laws and principles lies in the application, so teachers should let students master the laws and principles of the methodological significance; in order to understand the degree of mastery of the laws and principles of the students, so as to obtain feedback information, the application of the laws and principles of the training is an indispensable part of the teaching.　3. Educational principles To follow this basic order: starting from the individual, generalized into classes, and then from the class, refining the essential features, and finally rising to the laws and principles.　4. Auxiliary system Different examples with typicality are selected.　5. Teaching effect It helps to cultivate students' analytical ability and helps them to understand the laws and principles.　6. Suggestions for implementation It is more suitable for teaching some principles and laws in the social sciences, and the examples must have a certain degree of representativeness, and it is better to stimulate students' interest.

(VIII) Phenomenological Analysis Mode

1. Theoretical Basis It is mainly based on the cognitive theory of constructivism, and pays much attention to the fact that students utilize their own previous experiences to interpret the problems.　2. Basic Procedures The basic teaching procedures of the phenomenal analysis model are: presentation of the phenomenon → explanation of the causes of the formation of the phenomenon → analysis of the results of the phenomenon → analysis of the solution. In teaching, a certain phenomenon often appears in the form of materials, students should be able to reveal the essence behind it through the phenomenon.　3. Educational principles Phenomena can reflect the essence of the law, create a democratic environment, give full play to the subjectivity of the students, so that they can explain the explanation.　4. Auxiliary system Real phenomenon feeling, preferably with audio-visual aids.　5. Teaching effect Cultivate students' analytical ability and comprehensive ability.　6. Suggestions for implementation Teachers should mobilize the students' thinking and let them discover the law behind the phenomenon; the selected phenomenon should be typical and reveal the law behind it.

(IX) Gagne's Model

1. Theoretical Basis Based on the information processing theory, Gagne believes that the conditions for learning are divided into internal and external conditions, and the internal conditions are further divided into basic preconditions and supportive preconditions. Supportive prerequisites play an auxiliary role in the learning process, but learning can occur without these conditions, while the lack of basic prerequisites is not possible. Different categories of learning require different learning conditions and can produce five types of learning outcomes: verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. Verbal information includes names, symbols, facts, and principles. In order for learning of verbal information to occur, the content of the verbal information must be meaningful to the learner. To test for mastery of verbal information, some facts must be asked questions. Intellectual skills, including discrimination, concepts, rules, and advanced rules. Wisdom skills are learned by presenting many rules and examples to guide the learner to the correct answer. Learning outcomes can be examined by asking learners to solve specific problems. Cognitive strategies, for this skill are taught by demonstrating or explaining the strategy and then the learner practicing, once the student is familiar with a problem, new problems are presented to help the student transfer the strategy or to evaluate the student's mastery of the strategy. Motor skills, repeated practice is key to the mastery of such skills. Mastery of motor skills can be tested by time or accuracy in completing a task. Attitude, the principle of reinforcement interdependence plays a major role in attitude learning.　Gagne's Hierarchy of Learning Theory applies primarily to the learning of intellectual skills. The Hierarchy of Learning Theory, also known as the Cumulative Learning Theory, is based on the idea that learning any new intellectual skill requires some kind of prior learning and that learning is cumulative. According to the different degrees of complexity, from simple to complex, Gagne divides intellectual skills into eight levels: signal learning, stimulus-response learning, chain learning, verbal association, discrimination learning, conceptual learning, rule learning and advanced rule learning. The first four of these types of learning are the basic forms of learning, collectively known as associative learning. Schooling is more concerned with the last four types of learning.　Gagne equates the human learning process with the processing of information by a computer, and the main points in his learning theory are: attention, selective perception, recitation, semantic coding, extraction, response organization, and feedback.　2. The basic procedure According to the steps of computer processing information (environment - receiver - registration - coding - reactor implementation monitoring - effector - environment), he put forward a nine-step teaching method: (1) Attention (2) inform the target (3) stimulate the prerequisites for recall (4) present stimulus materials (5) provide learning guidance (6) trigger performance (7) provide feedback on the correct level of performance (8) evaluation (9) Enhancing retention and transfer Gagne considers these nine stages of learning and divides them into three parts, namely, preparation, manipulation, and transfer.　Preparation includes reception, anticipation, and extraction into working memory. Corresponding instructional events are drawing attention, informing about goals, and stimulating recall of prior knowledge. Operation includes selective perception, semantic encoding, response, and reinforcement. Corresponding instructional events are presenting a stimulus, providing learning instructions, eliciting behavior, and providing feedback. Learning transfer includes extraction and reinforcement, extraction and generalization. Corresponding instructional events are evaluating behavior, promoting retention and transfer.

(x) Ausubel's Model

Ausubel was a pragmatist who crystallized the theory of cognitive structure. He popularized the idea that cognitive structure is the form in which book knowledge is reproduced in the student's mind, and is the result and condition of meaningful learning. He emphasized the role of generalized, clear, solid, recognizable and usable cognitive structures in the learning process, and made the establishment of a clear, solid cognitive structure of the material for the learner the main task of teaching. Ausubel's theory of meaningful learning focuses on the status of cognitive structure, around which several types of learning are proposed, such as superior learning, inferior learning, relevant analogous learning, juxtaposition and combination learning and creative learning, which provide a more convincing explanation of how old and new knowledge are organized. Since then, cognitive structure theory has really attracted people's attention and is widely understood.　1. Theoretical basis - "meaningful acceptance of learning" theory The famous American educational psychologist Ausubel in the learning type to do in-depth research on the basis of "learning" according to its effect is divided into "meaningful learning" and "mechanical learning". On the basis of in-depth study of learning types, the famous American educational psychologist Ausubel divided "learning" into two types according to its effect: "meaningful learning" and "mechanical learning". The so-called meaningful learning, in essence, means: "the symbolic representation of the idea, in a non-arbitrary way and in the substance (rather than literally) with the learner already know the content. By non-arbitrary and substantively linked, we mean that these ideas are linked to some aspect of the learner's original cognitive structure (e.g., a representation, an already meaningful symbol, a concept, or a proposition)." In other words, in order to achieve meaningful learning to truly acquire the meaning of knowledge, that is, to hope to gain knowledge of the nature of the laws of the things reflected in the knowledge and the connection between things through learning, the key is to establish a connection between the new concepts and knowledge currently being learned (i.e., "ideas represented by symbols") and a certain aspect of the learner's original cognitive structure (representations The key is to establish a non-arbitrary substantive connection between the new concept or knowledge being learned (i.e., the "symbolically represented idea") and some aspect of the learner's original cognitive structure (representation, concept or proposition). As long as this connection can be established is meaningful learning, otherwise it is necessarily rote mechanical learning. Ausubel believes that the ability to establish such a connection between old and new knowledge is the single most important factor affecting learning, is the most basic and core principle of educational psychology. As his representative thesis "Educational Psychology A Cognitive Perspective" book title page in large print expressed: "If I were to reduce all of educational psychology to just one principle, then I would say in a nutshell: the single most important factor affecting learning is what the learner already known. This is to be explored and should be taught accordingly."　Ausubel states that there can be two different ways or modalities to achieve meaningful learning: receptive learning and discovery learning. Acceptance learning is basically characterized by the fact that "the entirety of what is learned is transmitted (by the teacher) to the learner in a definite way. Learning the subject does not involve any independent discovery on the part of the student. The learner is only required to internalize or organize the material presented (nonsense syllables or paired adjectives; a poem or a geometric theorem) so that it can be utilized or reproduced at some future time." The essential feature of discovery learning, on the other hand, is that "the main content to be learned is not transmitted (by the teacher), but must be discovered by the learner himself before it can be meaningfully incorporated into the student's cognitive structure. Ausubel also emphasizes that if one distinguishes between types of learning on the basis of the change in competence induced by the learning (the ability to achieve meaningful learning is the key to inducing a change in the development of competence), i.e., on the basis of the way in which a change in competence is induced (i.e., the way in which meaningful learning is achieved), then one can only distinguish between "receptive learning" and "discovery learning" (i.e., "learning by discovery"). "All other types of learning can be subsumed into these two categories. He argues that the many academic categorizations of learning types (e.g., "discrimination learning," "conceptual learning," "trial-and-error learning," "conditioning," "response learning," "learning by reaction," "learning by learning," "learning by discovery," etc.) are not sufficient for the purposes of this paper. response learning", "paired-association learning" ......, etc.) are in fact the result of "failing to differentiate learning according to the changes in ability that these types of learning elicit". The result is that the "prior organizer" is the "prior organizer".　Ausubel not only correctly pointed out that meaningful learning can be achieved through both "discovery learning" and "receptive learning", but also gave a detailed explanation of how meaningful learning can be achieved under these two teaching methods. Ossubel not only correctly pointed out that meaningful learning can be realized through "discovery learning" and "acceptance learning", but also researched the teaching strategies for realizing meaningful learning in these two modes of teaching, especially explored the teaching strategies under the "transmission-reception" teaching mode in greater depth, and achieved outstanding results that have become a monument in the field of pedagogy - the "Prior Organizer" teaching strategy. The "Prior Organizer" teaching strategy. This is a teaching strategy implemented on the basis of analyzing and manipulating three cognitive structure variables (i.e., the availability, distinguishability and solidity of the original cognitive structure). Because it is based on cognitive learning theory and has strong operability, its influence has been expanding since it was proposed by Ausubel in 1978, and it has become the most effective way to realize "meaningful receptive learning". At present, it has become one of the most representative, influential and effective teaching strategies to realize "meaningful learning".　3. Motivation theory Ausubel not only put forward the theory of "meaningful receptive learning" and the teaching strategy of "first organizer" on the basis of in-depth research on the cognitive conditions and cognitive factors of the learning process, but also noticed another important factor affecting the learning process, i.e. the role of affective factors. He also noted the role of another important factor that affects the learning process, namely, the role of emotional factors, and put forward unique insights in this regard (among the many contemporary educational psychologists, there are not many who can pay attention to the role of the emotional factors and carry out serious research on this), these insights can be summarized as follows: (1) He believes that the influence of emotional factors on learning is mainly through the motivation of the following three aspects of the role: (1) Motivation can affect the occurrence of meaningful learning due to the fact that motivation Since motivation is not involved in establishing the connection between old and new concepts and new and old knowledge, it cannot directly affect the occurrence of meaningful learning, but it can make learners "focus attention", "strengthen efforts", "learning persistence" and "learning". However, motivation can enhance the interaction between new and old knowledge by making learners exert greater potential in "concentration", "increased effort", "persistence" and "frustration tolerance", thus effectively promoting meaningful learning.　② Motivation can influence the retention of acquired meaning because motivation is not involved in establishing the connection between new and old knowledge and the interaction of new and old knowledge, so it can not directly influence the retention of acquired meaning, but retention is always realized through the review process, and in the review process, motivation can still be used by the learner in the "concentration of attention", In the process of review, motivation can still improve the clarity and consolidation of newly acquired meaning by making learners exert greater potential in terms of "concentration", "increased effort" and "persistence", thus effectively promoting retention.　(3) Motivation can affect the extraction of knowledge (recall) motivation is too strong, may produce inhibition, so that the knowledge that could have been extracted can not be extracted (recall), the examination due to psychological tension, motivation is too strong, affecting the normal level of play is a case in point; on the contrary, sometimes the motivation is too weak, can not mobilize all the potential of the learner's nervous system, but also weakened the extraction of the existing knowledge.　(2) He believed that motivation is composed of three kinds of internal drives Since motivation is an internal force that drives people to act, psychologists often regard motivation and internal drives as synonymous. According to Ausubel, what is commonly called motivation consists of three components: "cognitive internal drive", "self-improvement internal drive", and "collateral internal drive".　Cognitive drive refers to the desire and motivation to acquire knowledge, to understand the world around us, to clarify problems, and to solve problems, and is roughly synonymous with curiosity and the desire to learn. This internal drive is an intrinsic motivation to learn because it is satisfied by the activity of seeking knowledge itself. Since the result of meaningful learning is an incentive for the learner, Ausubel believes that it is "one of the most important motives in meaningful learning." For example, children are born curious, and the more they continue to explore the world around them and learn about it, the more satisfaction they derive from it. This satisfaction (as an "incentive") further reinforces their desire to learn, i.e., increases their internal drive to learn.　Self-improvement is the motivation of children to improve their status at home and at school by getting good grades. As children grow older and become more self-conscious, they want to be respected within the family and school community. This desire can also drive children to study hard and strive for good grades in order to earn a status equal to their grades. Learners with a strong internal drive for self-improvement seek not knowledge itself but status satisfaction (being respected and having status) beyond knowledge, so this is an extrinsic motivation to learn.　Attachment endomotivation is a motivation to gain derived status by receiving approval from parents and teachers through obedience and docility. This type of motivation also does not seek knowledge itself, but self-esteem satisfaction beyond knowledge (parent and teacher approval), so it is also an extrinsic motivation to learn.　The three different components of motivation mentioned above may be present for every individual, but the different proportions of the three components depend on factors such as age, gender, culture, social status, and personality traits. In childhood, collateral intrinsic motivation is the primary motivator for good academic performance; in late childhood and adolescence, collateral intrinsic motivation decreases and there is a shift from seeking parental approval to peer approval; and in young adulthood and adulthood, self-improvement intrinsic motivation gradually becomes the primary component of motivation. The importance of intrinsic motivation (cognitive internal drive) was emphasized earlier, but this should not in any way devalue the role of extrinsic motivation (especially self-improvement internal drive). Self-improvement in one's academic and professional career is a powerful motivator that can work over time. This is because it contains a stronger emotional component than other motivators, ranging from anticipation, desire, and excitement for success and the ensuing rise in reputation, to anxiety, anxiety, and fear of failure and the ensuing loss of status and self-esteem.　From the above description of the "theory of motivation" (including the composition of motivational components and the role of motivation and other aspects) can be seen, Ausubel did make a more in-depth study of the role and influence of emotional factors in the cognitive process. If we can consciously help learners to form and strengthen the above three kinds of motives according to their different age characteristics in the process of teaching design or in the process of script design of courseware, and utilize these motives appropriately in different stages of the teaching process (e.g., in the stages of meaningful learning, acquisition and retention of meaning, and extraction of knowledge, etc.), we will certainly achieve better results due to the better coordination of cognitive and affective factors in the process of learning, and thus achieve better results. The basic procedure　4. The basic procedure: The first organizer - gradual differentiation - synthesis and coherence.

(XI) Cooperative Learning Mode

It is a strategy of organizing students' learning in small groups. The achievement of the group is closely related to the performance of the individual. D.W. Johnson (1989) believes that cooperative learning must have five major elements: (1) individuals actively rely on each other, (2) individuals have direct communication, (3) individuals must all master the material given to the group, (4) individuals have collaborative skills, (5) group strategy. Cooperative learning is conducive to the development of individual thinking and motor skills, enhances communication and tolerance among students, and also fosters teamwork and improves students' academic performance.　There are four shortcomings of cooperation in the classroom: firstly, if slow learners need help from fast learners, then for the fast learners, they have to slow down their learning progress to a certain extent, which affects their own development. Secondly, capable students may dominate less capable or silent students, making the latter more withdrawn and the former more unthinking. Thirdly, cooperation tends to ignore individual differences, affecting the learning progress of students who feel unnatural to cooperation. Finally, the achievement of the group relies too much on the achievement of individuals, which will lead to the failure of cooperation once there are individuals because of their lack of ability or disinterest.

(XII) Discovery Learning Model

Discovery Learning is a teaching model that fosters students' exploration of knowledge and discovery of knowledge as the main goal. The most fundamental aspect of this model is to allow students to experience the process of knowledge generation like a scientist's discovery. Bruner (J.S. Bruner) believes that the discovery method of teaching has four advantages: 1. Improve students' retention of knowledge.　2. Teaching provides information that facilitates student problem solving and increases students' intellectual potential.　3. Discovery stimulates students' intrinsic motivation and interest in knowledge.　4. Students acquire problem-solving skills.　According to the research of many psychologists on this teaching model, it is more suitable for teaching in the lower grades, and it is too time-consuming and difficult to be mastered when used in the classroom.　In addition, there are seminar teaching mode, based on the pre-conceptual inquiry teaching mode, etc., due to space constraints will not be introduced here.

The teaching mode is from the teaching of the whole, according to the principle of the law of teaching and learning, including the form and method of teaching, including the typical, stable, easy to learn teaching style. Succinctly put is under the guidance of a certain teaching theory, to simplify the form of the basic procedures or framework of teaching activities.　Teaching mode contains a certain teaching idea and under the guidance of this teaching idea, curriculum design, teaching principles, teacher-student activity structure, methods, means and so on. A variety of teaching methods can be centralized in an educational model.　Any model is not a rigid dogma, but a program framework that is both stable and evolving.