What are the three common teaching forms?

This teaching mode originated from Herbart's four-stage teaching method, and was later reformed by Kailov and others in the former Soviet Union and introduced to China. It is widely popular in China, and many teachers use it consciously or unconsciously in their teaching. This model aims to impart systematic knowledge and cultivate basic skills. Its focus is to fully tap the role of human memory, reasoning ability and indirect experience in mastering knowledge, so that students can master more information quickly and effectively. This model emphasizes the guiding role of teachers, thinks that knowledge is a one-way transfer from teachers to students, and attaches great importance to teachers' authority. Self-study-tutoring.

The teaching mode of self-study guidance is an autonomous learning mode under the guidance of teachers. This teaching mode can cultivate students' independent thinking ability, and many teachers use it in teaching practice. (C) Inquiry teaching

Inquiry teaching pays attention to problem solving, students' independent activities and the cultivation of students' thinking ability. 1. The theoretical basis is based on Piaget's and Bruner's constructivist theory, focusing on students' pre-cognition and experiential teaching, and cultivating students' inquiry and thinking ability. 2. The basic procedure of basic procedure teaching is: asking questions, assuming, reasoning, verifying, summarizing and improving. First, create a certain problem situation to ask questions, then organize students to guess and make hypothetical explanations, then design experiments to verify, and finally summarize the rules. 3. Teaching Principles Establish a democratic and tolerant teaching environment and give full play to students' thinking ability. Teachers should master students' pre-cognitive characteristics and implement certain teaching strategies. 4. The auxiliary system needs certain equipment and related materials for students to explore and learn. 5. Advantages of teaching effect: it can cultivate students' innovative ability and thinking ability, spirit of democratic cooperation and autonomous learning ability. Disadvantages: Generally, it can only be carried out in small classes, which requires a good teaching support system and long teaching time. 6. Implementing Suggestions In inquiry teaching, teachers must respect students' subjectivity and create a tolerant, democratic and equal teaching environment. Teachers should give some encouragement to students who break the rules, and don't tell students right or wrong easily. Teachers should give priority to guidance and never tell students the results of inquiry easily.

(D) Concept acquisition mode

The goal of this model is to let learners develop their thinking ability by experiencing the formation process of the concepts they have learned. This model mainly embodies the viewpoint of cognitive psychology, emphasizing that learning is the organization and reorganization of cognitive structure. 1. Theoretical basis Bruner, Goodnow and Austin's thinking research theory. They think that classification is to treat different things equally and to simplify and systematize the world around them, so as to establish some concepts to understand the complex world. Bruner believes that the so-called concept is an idea or abstraction formed by classification according to observation. In the process of concept formation, we pay great attention to some similar components in things, while ignoring those differences. When defining a concept, five elements are needed: name, definition, attribute, example and relationship with other concepts. 2. The basic program concept acquisition mode * * * includes these steps: the teacher chooses and defines a concept-the teacher determines the attributes of the concept-the teacher is ready to choose positive and negative examples-the students are introduced into the conceptualization process-the examples are presented-the students summarize and define-more examples are provided-further discussion and formation of the correct concept-the application and expansion of the concept. 3. The teaching principle of helping students acquire concepts effectively is one of the basic tasks of school education. The way to acquire concepts is to adopt the thinking form of "induction-deduction". First of all, through some examples, let students discover some properties of concepts and master the essential characteristics that distinguish concepts from other concepts. After obtaining the concept, students need to understand the concept, that is, to guide students to understand the concept from its connotation, extension, genus, species and difference. In order to strengthen students' understanding of concepts, we should also distinguish concepts related or similar to concepts, logically related concepts, corresponding concepts and so on. The purpose of learning is to apply. In the process of application, students' mastery of concepts can be found and remedial measures can be taken in time. 4. The auxiliary system needs a lot of positive and negative examples, and the teacher needs to prepare carefully before class. 5. The teaching effect can cultivate students' inductive and deductive abilities, form clear concepts and cultivate students' rigorous logical reasoning ability. 6. The implementation suggestion is to implement teaching for the content with strong concepts. Teachers should sort out the connotation and extension of concepts well before class.

(E) Butler's autonomous learning model

Butler, an American educational psychologist, put forward the seven elements of teaching in the 1970s, and put forward the "seven-segment" teaching theory, which had a great influence in the world. 1. Theoretical basis Its main theoretical basis is information processing theory. 2. Teaching Procedures The basic teaching procedures are: setting the situation-stimulating motivation-organizing teaching-applying new knowledge-testing and evaluating-consolidating exercises-expanding and transferring. The situation in his seven-step teaching refers to various internal and external situations of learning. Internal situation refers to students' cognitive characteristics, while external situation refers to learning environment, which is composed of individual differences, metacognition and environmental factors. Motivation is all kinds of incentives to learn new knowledge, and its main components are: emotional feeling, attention, distinction and intention. Organizations link new knowledge with old knowledge, and its main elements are: mutual connection, association, conception and modeling. Application is a preliminary attempt to new knowledge, which consists of participation, attempt, experience and result. Evaluation is the evaluation of new knowledge after its first use, and its components are: informing, comparing, giving value and choosing. Repetition is a process of practice and consolidation, and its main components are: reinforcement, practice, habit formation, routine, memory and forgetting. Expansion is the transfer of new knowledge to other situations, and its constituent elements are extension, transfer, transformation, system and synthesis. 3. Teaching Principle Based on information processing theory, Butler attaches great importance to the adjustment of metacognition, handles learning tasks with learning strategies, and finally produces learning results. Teachers should always remind students to reflect on their learning behavior when using this model. It is necessary to consider the elements of each step and focus on different situations. 4. Assist the general classroom environment and master the teachers' learning strategies. 5. Teaching Effect This is a general teaching mode, which can be transformed into different teaching methods according to different teaching contents. As long as the teacher is flexible, he can achieve the teaching effect he wants. 6. Teachers who implement the suggestions should be research-oriented teachers with certain knowledge of pedagogy and psychology. By mastering metacognitive strategies, we can use this teaching mode flexibly.

(6) Anchored teaching

This teaching requirement is based on infectious real events or real problems. Determining such a real event or problem is figuratively compared to "breaking down", because once such an event or problem is determined, the whole teaching content and process are also determined (just like a ship that is breaking down). 1. The theoretical basis is constructivism. Constructivism believes that the best way for learners to complete the meaning construction of what they have learned, that is, to achieve a deep understanding of the nature and laws of things reflected by this knowledge and the relationship between this thing and other things, is to let learners feel and experience in the real environment of the real world (that is, to learn through direct experience), rather than just listening to the introduction and explanation of this experience by others (such as teachers). Because anchored teaching is based on real cases or problems (as an anchor), it is sometimes called "example teaching" or "problem teaching" or "situational teaching". 2. The anchored teaching of basic procedures consists of the following links: (1) Creating situations-making learning happen in situations that are basically consistent with or close to the actual situation. (2) Determine the problem-under the above circumstances, choose the real events or problems closely related to the current learning theme as the central content of learning. The selected event or problem is the "anchor", and the role of this link is the "anchor". (3) Autonomous learning-instead of teachers telling students directly how to solve the problems they face, teachers provide students with relevant clues to solve problems, and pay special attention to developing students' "autonomous learning" ability. (4) Collaborative learning-discussion and exchange, through the confrontation of different viewpoints, supplement, revise and deepen each student's understanding of current issues. (5) Effect evaluation-Because the learning process of anchored teaching is a problem-solving process, students' learning effect can be directly reflected through this process. Therefore, the evaluation of this teaching effect does not need a special test independent of the teaching process, but only needs to observe and record the students' performance at any time during the learning process. 3. The setting of teaching principles is consistent with the generation of problems, the difficulty of the problems should be moderate, and the students' subjectivity should be given full play in teaching. 4. The auxiliary system skillfully sets the situation to cooperate with learning. 5. The teaching effect can cultivate students' innovative ability, problem-solving ability, independent thinking ability and cooperation ability. 6. Implement suggestions, create situations, throw questions in time, and pay attention to situational infection and edification.

(7) Demonstration teaching mode

The example teaching mode is more suitable for the knowledge of principle and regularity. It is one of the most basic contents of the ideological and political course in middle schools. He was put forward by German educational practitioner M. Wagenshein. 1. The theoretical basis follows the law of human cognition: the process from the individual to the general and from the concrete to the abstract. In teaching, we generally start with some examples, analyze the principles and laws of perception, gradually refine and summarize, and then migrate and integrate. 2. The basic process of case teaching of basic procedure is: defining "individual" cases → defining "class" cases by demonstration → mastering the principle of law by demonstration → mastering the methodological significance of the principle of law → applying the principle of law to train "case teaching" to advocate the selection of typical cases containing essential factors, fundamental factors and basic factors. Through the study of examples, students can master from individual to general, from concrete to abstract, from cognition to practical understanding. The so-called "case" refers to taking typical facts and phenomena as examples to illustrate the essential characteristics of things; The so-called "Lei" case, for example, refers to the use of many facts and phenomena consistent with the "Ge" case to clarify the essential characteristics of things; The principle of demonstrative mastery of laws refers to summarizing laws and principles from a large number of "class" cases. In the process of summing up, we should pay attention to the accurate expression of laws or principles, and the names of laws and principles should be clear; The purpose and significance of mastering laws and principles lies in application, so teachers should let students master the methodological significance of laws and principles; In order to understand students' mastery of laws and principles and get feedback information, the application training of laws and principles is an essential link in teaching. 3. Educational principles should follow such a basic order: starting from individuals, summarizing into categories, then starting from categories, refining essential characteristics, and finally rising to laws and principles. 4. Auxiliary systems choose different typical examples. 5. The teaching effect is helpful to cultivate students' analytical ability and help students understand the laws and principles. 6. The implementation suggestions are more suitable for the teaching of some principles and laws in social science, and the examples must be representative and it is best to stimulate students' interest.