What are the requirements for the teaching content, teacher and student characteristics of the teaching mode of contextual teaching method?

1. Task-driven teaching mode

The most fundamental feature of the task-driven teaching mode is that it is "task-oriented, teacher-led, and student-driven", which has changed the passive teaching mode of "teacher speaks, student listens" and created a learning-based teaching, student active participation, independent collaboration, exploration and innovation. The most fundamental feature of the task-driven teaching model is that it is "task-oriented, teacher-led and student-led", which has changed the previous passive teaching mode of "teacher speaks and student listens" and created a new learning mode of learning by teaching, active participation, independent collaboration and exploration and innovation of the students. Teaching content requirements from the beginning of a simple example, driven by the learning of theory and the operation of application software. Teachers are required to change the traditional teaching concept, which used to be based on imparting knowledge, to solving problems. In the whole teaching process, the key is how to guide students gradually into the learning state, the teacher should be able to grasp the students' psychology and mobilize the students' enthusiasm for learning. Students are required to take the initiative to participate in the construction of task-driven teaching mode, independent collaboration, exploration and innovation.

In the task-driven classroom inquiry-based teaching mode, teachers should play a leading role in the following aspects in order to better support the development of students' abilities:

(1) Create a situation: so that students' learning can occur in a situation that is basically the same as or similar to the real situation.

(2) Determining the problem (task): in the context created. Select the real events or problems (tasks) closely related to the current learning topic as the center of learning, so that students are faced with a real problem that needs to be solved immediately.

(3) Independent and collaborative learning: the teacher provides students with relevant clues for solving the problem, such as what kind of information needs to be collected.

(4) Evaluation of the effect: the evaluation of the learning effect mainly consists of two parts, on the one hand, it is the evaluation of whether the students complete the process of the solution to the current problem and the results of the evaluation, that is, the evaluation of the meaning of the construction of the knowledge learned, and the more important aspect is the evaluation of the students' independent learning and collaborative learning ability.

2. Teaching Mode Based on Thematic Inquiry

The teaching mode based on thematic inquiry no longer emphasizes the memorization of the knowledge of the subject material, but emphasizes that the teaching content is theme-oriented, and stresses that the planning of the theme and the design of the teaching environment should be able to fit the learner's life situation, so that the learner can have a deep understanding of the theme of the study by practically participating in solving the problems of the life. The theme planning aims to cultivate students' creativity and creativity. Thematic planning aims to develop students' sense of creativity and practical skills. The teacher is no longer the authoritative symbol of the source of knowledge, but the facilitator of the learner, who is responsible for providing learning support and assistance. Students are no longer passive recipients of only band, but are engaged in learning in an active learning mode. Should master considerable information technology knowledge and skills, and have a certain degree of independent learning ability and the ability to independently study the problem.

3. Teaching mode based on group cooperation

The teaching mode based on group cooperation requires that the content of the teaching can be discussed, and requires that the teacher has the ability to guide students back to the problem that needs to be explored, and requires that the students have the ability to work together and think independently.

In the classroom teaching mode based on group cooperation, teachers should re-understand the nature of modern education, the situation and tasks of the new curriculum reform, the teacher-student relationship in the new situation and the importance of establishing a new type of teacher-student relationship; to recognize the important role of the guidance of the learning method on the students' learning progress. Teachers should guide the grouping of students in accordance with their actual situation, emphasize the collaborative and mutual support of the group, and guide them to reach **** the same goal.

4. Teaching mode based on the discussion method

The teaching mode based on the discussion method requires that the content of teaching and learning must be selective, and be able to stimulate students' interest in the content; many sources of information, and a large exchange of information. Discussion-based teaching method emphasizes in the teacher's careful preparation and guidance, in order to achieve certain teaching goals, through the pre-design and organization, to inspire students to express their own opinions on specific issues, in order to cultivate students' independent thinking ability and innovative spirit.

In this mode of teaching, the teacher should play a leading role in the following aspects, (1) the use of the method of organizing the teaching of driving school, the teacher as a "director", to guide and inspire the students' thinking. (2) in the discussion of teaching method, the teacher should play the role of the guide positioning, timely guidance, comments, questioning, so that students have questions to answer, have knowledge to find.

5. Teaching mode based on contextual (factual) pedagogy

The teaching mode based on contextual (factual) pedagogy requires that the content of the teaching of the spare parts for the creation of a scenario, the teacher is required to have the ability to guide the students or the students into the scenario they create, and the students, on the part of the student, need to be able to adapt to this scenario, as well as the ability to think in the context of the scenario.

In the teaching of scenarios, the teacher should play an effective role in the establishment of a suitable situation, a situation focused on the problem to be studied, as well as the control of students' performance in the situation.