Educational theory knowledge points: what are the common teaching mode

1. Didactic is a teaching mode based on the teacher's activities, usually based on the teacher's explanation, demonstration, model reading. 2. The structure of the lecture style is characterized by: the purpose of teaching is to enable students to master the knowledge, memorization of knowledge; teaching method is based on the teacher lecture, the main body of the classroom is the teacher, the student is the audience; teaching procedures are generally announced the purpose of the lesson and the introduction of a new lesson, teaching a new lesson, consolidation of the review, assignments, and so on, the four phases. 3. The advantages of didactic teaching is: can give full play to the leading role of the teacher, the teacher controls the entire classroom, mastery of the teaching progress; play a positive role in education and teaching, students directly impart knowledge and direct ideological and moral education; can accommodate a large number of listeners. The disadvantages are: little student activity; easy to be influenced by the teacher's teaching experience and the difficulty and interest of the material. Lecture method has certain limitations, if in the use of students can not arouse the attention and interest, and can not inspire students to think and imagine, very easy to form the injection teaching. 4. The use of the lecture method should pay attention to the following points: the content of the lecture with scientific and ideological, the unity of the viewpoints and materials; according to the comprehensiveness and systematic nature of the materials, while grasping its focus, difficulties and key; language should be accurate, clear, concise, vivid, easy to understand. And in line with the students' ability to understand and acceptance level; according to the content of the materials and students' learning needs, and other teaching methods used in conjunction with, and the rational use of electrochemical education means.

(B) heuristic

1. Heuristic teaching is a form of teaching in which the teacher guides students to take the initiative, actively and consciously master knowledge by talking, questioning and answering, and revealing, based on the object law of the learning process. In China, the word "enlightenment" originated from the ancient educator Kong Qiu's "not angry, not start, not row not hair". Zhu Xi explains: "The angry, the heart seeks to pass and show the intention; sentimental, the mouth wants to speak and failed to look. Enlightenment, said to open its meaning; hair, said to reach its words. After Confucius, the author of "The Record of Learning" put forward "Road and not lead, strong and not inhibit, open and not reach", further elaborated the idea of heuristic teaching, advocating to inspire students, guide students, but do not lead them hard; strict requirements for the students, but do not exert pressure; indicate the path of learning, but not instead of them to reach a conclusion. 2. The structure of heuristic teaching is characterized by: its purpose is to guide students to think actively through the teacher to achieve a true understanding of the content of the material, and to cultivate students' interest in exploring the problem and the ability to think; its method, still play the leading role of the teacher to lecture, talk, but increased student classroom activities, and the leading role of the teacher from the textbook to guide the students to understand the material in the key to inspire students to think, prompting them to reach conclusions. The program is: more diverse, complex, depending on the difficulty of the material and the degree of understanding of the students, generally according to "self-learning - doubt - question - doubt" or "read - discuss". "The characteristics of heuristic teaching are: emphasize that students are the main body of learning, teachers should mobilize students' enthusiasm for learning, to achieve the leading role of the teacher and students' enthusiasm. Combined; emphasize the full development of students' intelligence, the realization of systematic knowledge learning and the full development of intelligence; emphasize the stimulation of students' intrinsic motivation to learn, the realization of the students' motivation to learn the sense of responsibility; emphasize the link between theory and practice to achieve the combination of book knowledge and direct experience. The essence of heuristic teaching lies in the correct handling of the interrelationship between teaching and learning, which reflects the objective law of teaching. The advantage of heuristics is that it helps to cultivate students' interest and ability to think about problems; the disadvantage is that it is not easy to master, so that many new teachers in the use of often flow into a simple question and answer.

(C) Discussion

1. Discussion is under the guidance of the teacher, students in the textbook on the basic theory or the main problems, on the basis of independent research, *** with the discussion, debate on the organization of the teaching form. 2. Discussion of the structural characteristics of the teaching mode is: the purpose of guiding students to explore the problem, take the initiative to solve the problem, and from which the acquisition of knowledge, skills, development of ability and intelligence; methodology, to guide students to explore the problem, and actively solve the problem, to obtain knowledge, skills, and the development of ability and intellect. Development of ability and intelligence; methodology, the classroom to student activities as the center, the teacher retreats to the auxiliary position, the use of group or class discussion form, the teacher puts forward the problem, the students to solve the problem; procedure, the basic two steps, the first step, the teacher creates a problem situation, and inspire students to actively think about it. The second step, students solve the problem, through reflection, debate, summing up, to find the real answer.3. Classroom discussion has three basic types: one is used to expand and deepen the theoretical knowledge of the subject and the organization of the systematic thematic discussion; the second is on a subject in the individual major issues or difficult problems and the organization of the classroom discussion; the third is the daily teaching and learning with the research classroom discussion. The advantage of classroom discussion is that it can deepen students' understanding of theoretical knowledge, help inspire students' independent thinking, exchange opinions with each other, cultivate students' ability to analyze and solve problems independently and train their oral expression ability. The disadvantage is that it is difficult to organize, mobilize students, and once the students are mobilized and not easy to control the classroom order, and discussion of the issue of general time-consuming. 4. classroom discussion of the general requirements are: before the discussion, the teacher in accordance with the purpose of teaching to determine the topic of the discussion and put forward specific requirements, to guide the students to collect the relevant materials, and carefully prepare the views and write an outline of speech. Discussion, fully inspire students' independent thinking, encourage students to express their views, and guide students to gradually deepen into the essence of the problem and divergent views on the debate, and cultivate the spirit of seeking truth from facts and creative problem-solving skills. At the end of the discussion, the teacher to make a summary, but also to put forward further thinking and research issues.

The function of teaching mode

(a) The mediating role of teaching mode. The intermediary role of the teaching model refers to the teaching model can provide a certain theoretical basis for the teaching of various subjects modeled pedagogical system, so that teachers get rid of only experience and feeling, in practice, groping for the situation of teaching from scratch, built a bridge between theory and practice. This intermediary role of the teaching model, and it is both from the practice, but also a simplified form of a certain theory of the characteristics of the inseparable.

On the one hand, the teaching model comes from practice, is a specific teaching activities are preferred, generalization, processing results, is for a certain type of teaching and the various kinds of