What are the common teaching mode

What are the common teaching modes

What are the common teaching modes, China's emphasis on education is also increasing, the teaching structure, which is established under the guidance of certain educational concepts, is to change the behavior of individual students. The following share what are the common teaching models.

What are the common teaching models 1

Transmission receptive mode: the teaching model originated from Herbart's pedagogy, and later transformed by the Soviet Union Kerov and others, widely popular after the introduction of China. The model to impart systematic knowledge, cultivate basic skills as the goal. Its basic teaching procedures are: reviewing the old lesson - stimulating learning motivation - teaching the new lesson - consolidating exercises - checking and evaluating - interval reviewing -Checking and evaluating -Interval review. The model emphasizes the guiding role of the teacher, believes that knowledge is a one-way transmission from the teacher to the student, and focuses on the authority of the teacher.

Inquiry teaching mode: Inquiry teaching is based on the theory of Piaget and Bruner's constructivism, focusing on the establishment of a democratic and tolerant teaching environment, giving full play to the students' thinking ability, focusing on students' prior cognition, experiential teaching, cultivating students' inquiry and thinking, centering on problem solving, focusing on the students' independent activities, and cultivating students' thinking ability. The basic procedure of teaching is problem - hypothesis - reasoning - verification - summarize and improve.

Self-learning tutorial mode: Self-learning tutorial mode of teaching from the humanistic, is under the guidance of the teacher, the students themselves independently carry out the mode of learning. This mode of teaching allows students to learn independently first, and then guided by teachers according to the specific situation of students. It recognizes the value of trial and error in the learning process and develops students' ability to think independently and learn to learn. Its teaching procedure is self-study - discussion - inspiration - summary - practice consolidation.

Concept Acquisition Mode: Concept Acquisition Mode is based on the theory of thinking research of Bruner, Goodenough and Austin, which enables learners to cultivate their thinking ability by experiencing the formation process of the concepts they learn, and emphasizes that learning is the cognitive structure of . Organization and reorganization, mainly reflecting the views of cognitive psychology.

The steps are: the teacher chooses to define the concept - the teacher determines the conceptual attributes - the teacher prepares to choose the example - the student introduces the conceptual process --Presenting examples --Students generalize and define --Providing more examples --Forming correct concepts -Concept use and extension.

What are the common teaching models2

The first is the traditional-reception model, which is mainly used for the transfer and learning of systematic knowledge and skills. The basic procedure is: to stimulate the learning function a review of the old lesson a new lesson a consolidation of the use of a check. This model is to be, can make the learner more quickly and effectively in the unit time to master more information, highlighting the teaching as - a kind of simple cognitive process characteristics.

The second is the self-study - counseling mode, the basic procedure is: self-study, a discussion and exchange of inspiration and guidance, an exercise to summarize. This model is conducive to the cultivation of students' self-learning ability and habits, and is conducive to adapting to the individual differences of students. Although the teacher only plays a role in solving puzzles and doubts, but he played a targeted counseling of students, otherwise, self-learning will become self-streaming.

The third is the guidance - discovery mode, the basic procedure is: between the question of a hypothesis of a verification of a summary to improve. The main function of this model is to enable learners to learn how to learn, how to discover the inter-topic, how to process the information, how to reason on the proposed hypothesis to verify and so on. Its limitation is that it is more applicable to mathematical and scientific subjects, students need to have a - certain prior experience reserves, so as to be able to find the clues to solve the problem from a strong sense of the problem.

The fourth is the scenario-motivated model, whose basic steps are: create a situation to participate in various activities a - summarize the transformation. The main role of this model is to cultivate students' personalities and personality development, more applicable to ideological and moral lessons, foreign language classes, language classes, extracurricular cultural and artistic interest groups and social practice activities.

The fifth is the model - imitation mode, which is mostly used to train behavioral skills for the purpose of teaching, through this mode of mastering some basic behavioral skills, such as reading, writing, arithmetic and a variety of motor skills, are very useful to the human - life. It consists of four basic procedures: orientation, participatory practice, independent practice and transfer.

What are the common teaching models3

What teaching models

1, injective education methodology view

The injective education methodology view was very popular in the feudal societies of China and the West and in the early days of the Western capitalist societies. Under the guidance of this educational methodology, teachers from the subjective desire to arbitrarily inject knowledge into students, ignoring the subject of learning - the active role of the students, the students as a passive container of knowledge.

Teachers in education only play the role of carrier and transmission of ready-made information, students play the role of information acceptance and storage, suppressing the initiative and creativity of students, preventing students from thinking independently, and hindering the subjectivity of the students and the individuality of the promotion. In the educational relationship, one-sidedly exaggerate the dominant role and subject position of the teacher, regard students as the object of education, deny the subject position of students. Emphasize the authority of the teacher and the role of leadership decisions.

In the relationship between education and development, the purpose of education is only to master knowledge. Education methods, one-sided emphasis on the teacher's external injection, indoctrination, so that students rote memorization, do not pay attention to the teacher's inspiration and teach students learning methods.

2, heuristic education methodology view

Heuristic emphasis on the process of lively educational activities to stimulate students' enthusiasm for learning, mobilize their learning initiative. And on this basis to guide students to active thinking activities, promote the mastery of knowledge can be coherent, learn by example, to realize the combination of initiative and creativity of student learning.

3, the new behaviorism education methodology

This methodology stems from the idea of new behaviorism psychology, is the emergence of the 60s of this century after the emergence of a kind of education theory, the most prominent representative of the United States of America's famous psychologist Skinner.

Skinner believed that the fundamental purpose of education is to change the behavior of individual students in order to change the behavior of all people in society. He believed in science and advocated the application of rigorous science to the study of human behavior, from which he became known as a behaviorist.

4. The humanistic view of education

The humanistic view of education starts from respect for human personality, emphasizes the construction of equal and harmonious interpersonal relationships between teachers and students, and attaches great importance to the formation of students' values and personalities.

However, their view of this method emphasizes too much on the initiative and self-consciousness of the students, and to a certain extent ignores the dominant position and role of the teacher, and there are certain defects.