What is the teaching mode?

The word "mode" is a Chinese translation noun of English model. Patterns are also translated into "patterns", "paradigms" and "typical". Generally speaking, it refers to the theoretical logical framework of the studied object, an operable knowledge system between experience and theory, and a simplified theoretical structure that reproduces reality. Joyce and Weil in the United States were the first people to introduce the word model into the teaching field and make a systematic study.

Joyce and Weil believe in the book "Teaching Mode": "Teaching mode is a paradigm or plan that constitutes courses and assignments, selects teaching materials and prompts teachers' activities. "The actual teaching mode is not a plan, because the plan is often too specific and operational, thus losing its theoretical color. The word "mode" is introduced into teaching theory to explain the basic structure or framework of various teaching activities established under the guidance of certain teaching ideas or teaching theories, and to show the procedural strategy system of teaching process.

Therefore, the teaching mode can be defined as a relatively stable teaching activity structure framework and activity program established under certain teaching ideas or teaching theory knowledge. As a structural framework, it highlights that the teaching model grasps the internal relations and functions of the whole teaching activity and various elements from a macro perspective; As an activity project, it highlights the orderliness and operability of the teaching model.

Second, the structure of teaching mode

Teaching mode usually includes five factors, and the regular relationship between these five factors is the structure of teaching mode.

1. Theoretical basis

Teaching mode is the reflection of a certain teaching theory or teaching thought, and it is the norm of teaching behavior under the guidance of a certain theory. Different educational views often put forward different teaching models. For example, the theoretical basis of the concept acquisition model and the advanced organization model is the learning theory of cognitive psychology, while the theoretical basis of the situational cultivation model is the unity of conscious and unconscious psychological activities, rational and perceptual activities in cognition.

2. Teaching objectives

Any teaching model points to and completes a certain teaching goal, which is in the core position in the structure of the teaching model and plays a restrictive role in other factors that constitute the teaching model. It determines the operation procedure of teaching mode and the combination relationship between teachers and students in teaching activities, and is also the standard and scale of teaching evaluation. It is precisely because of this strong internal unity between teaching mode and teaching goal that the personality of different teaching modes is determined. Different teaching modes are aimed at achieving certain teaching goals.

3. Operating procedures

Each teaching mode has its specific logical steps and operating procedures, which stipulate what teachers and students should do first, then what they should do, and the tasks that should be completed in each step of teaching activities.

4. Realization conditions

It refers to various factors that can make the teaching mode effective, such as teachers, students, teaching content, teaching means, teaching environment, teaching time and so on.

5. Teaching evaluation

Teaching evaluation refers to the unique evaluation methods and standards of various teaching models to complete teaching tasks and achieve teaching goals. Because different teaching models have different teaching tasks and objectives, different procedures and conditions, of course, their evaluation methods and standards are also different. At present, many teaching models have not formed their own unique evaluation methods and standards, except some mature teaching models have formed a set of corresponding evaluation methods and standards.

Third, the characteristics and functions of teaching mode

(A) the characteristics of the teaching model

1. directionality

Because any teaching model is designed around certain teaching objectives, and the effective use of each teaching model also requires certain conditions, there is no universal model suitable for any teaching process, and it is far from the best teaching model. The standard of evaluating the best teaching mode is the most effective teaching mode to achieve specific goals in a specific environment. In the process of teaching, we must pay attention to the characteristics and performance of different teaching modes and the directivity of teaching modes when choosing teaching modes.

2. Operability

Teaching mode is a concrete and operable teaching thought or theory, which reflects the core part of a certain teaching theory or activity mode in a simplified form, provides people with a more abstract theory and a much more specific teaching behavior framework, and specifies teachers' teaching behavior in detail, so that teachers can follow rules in class and understand, master and use it easily.

Step 3 be complete

Teaching mode is the unity of teaching reality and teaching theory conception, so it has a complete set of structure and a series of operational requirements, which embodies the theoretical legitimacy and the starting point and end point of the process.

4. Stability

Teaching mode is a theoretical summary of a large number of teaching time activities, which reveals the universal law of teaching activities to some extent. Under normal circumstances, the teaching mode does not involve specific subject content, and the provided scheme plays a universal reference role in teaching and has certain stability. The teaching mode is put forward according to a certain theory or teaching concept, and it is the product of a certain society. Therefore, the teaching mode is always related to the social politics, economy, science, culture and education level in a certain historical period, and is restricted by educational policies and objectives. Therefore, this stability is relative.

Be flexible

As a teaching mode that does not aim at specific teaching content, embodies a certain theory or idea and operates in the specific teaching process, we must take into account the characteristics of the subject, teaching content, existing teaching conditions and the specific situation of teachers and students in the application process, and make minor adjustments in methods to reflect the active adaptation to the characteristics of the subject.

(B) the function of teaching mode

The intermediary role of 1. teaching mode

The intermediary function of teaching mode refers to a modular teaching method system that can provide a certain theoretical basis for the teaching of various subjects, so that teachers can get rid of the situation of starting teaching from scratch only by experience and feeling, and build a bridge between theory and practice.

This intermediary function of teaching mode is inseparable from its characteristics that it comes from practice and is a simplified form of a certain theory.

On the one hand, the teaching mode comes from practice and is the result of optimizing, summarizing and processing a specific teaching activity, which provides a relatively stable operating framework for a certain teaching and various factors involved and their relationships. This framework has the theoretical basis of internal logical relationship and has theoretical significance.

On the other hand, the teaching mode is a simplified expression of a certain theory, which can reflect the basic characteristics of the teaching theory on which it is based through concise symbols, charts and explanations of relations, so that people can form a much more concrete teaching program implementation program in their minds than abstract theory. It is convenient for people to understand a certain teaching theory, and it is also the intermediate link for abstract theory to play its practical function, and the intermediary for teaching theory to guide teaching and apply it to practice.

2. Methodological significance of teaching mode

The research of teaching mode is the innovation of teaching research methodology. For a long time, people have been accustomed to adopting a single rigid way of thinking in teaching research, paying more attention to studying all parts of teaching with analytical methods, while ignoring the connection or relationship between them; Or used to stay in the abstract dialectical understanding of the relationship between the parts, but lacking the characteristics and operability as a teaching activity. The study of teaching mode guides people to explore the interaction among various factors and their diversified forms of expression in the teaching process as a whole, and grasps the essence and laws of the teaching process from a dynamic perspective, which also plays a certain role in strengthening teaching design and studying the optimal combination of the teaching process.

The History and Development of Teaching Mode

Teaching mode is the basic structure of teaching activities. Every teacher is consciously or unconsciously teaching according to a certain teaching mode in teaching work, but there is a question whether what you have adopted is scientific and reasonable. Understanding the historical development of teaching mode is helpful for people to learn from tradition, understand various new contemporary teaching modes and grasp the development trend of teaching mode.

(A) the evolution of teaching mode

A systematic and complete teaching model began with the formation of an independent system in modern pedagogy, and the concept and theory of "teaching model" only appeared after the 1950s. However, in the teaching practice and teaching thoughts at home and abroad, the embryonic form of teaching mode has already existed.

The typical mode of ancient teaching is imparting, and its structure is "speaking-listening-reading-memorizing-practicing". Its characteristics are that teachers instill knowledge, students passively and mechanically accept knowledge, the words in the book are almost exactly the same as the teachers' explanations, the students' answers are the same as those in books or teachers' explanations, and students learn repeatedly by machinery.

/kloc-in the 0/7th century, with the introduction of natural science content and intuitive teaching method in school teaching and the implementation of class teaching system, Comenius proposed that classroom teaching should unify explanation, questioning, answering and practice, and incorporate intuitive activities such as observation into the teaching activity system. For the first time, he put forward the teaching mode of "perception-memory-understanding-judgment" program structure.

19th century is a prosperous period of scientific experiments. Herbart's theory reflected the trend of scientific development at that time to a considerable extent. Starting from the theory of apperception, he studies people's psychological activities, and thinks that only when the concepts in the apperception group of new experiences have been linked can students really master knowledge. Therefore, the teacher's task is to select suitable materials, prompt students with appropriate procedures, and form their learning background or apperception group. Based on this theory, he proposed a four-stage teaching model of "clarity-combination-system-method". Later, his student Rein transformed it into a five-stage teaching model of "preparation-prompt-combination-summary-application".

All the above teaching modes are of a * * * nature, ignoring students' subjectivity in learning, and unilaterally emphasizing indoctrination, which suppresses and hinders the development of students' personality to varying degrees. Therefore, in the 1920s of 19, with the development of capitalist industry and the popularization of the idea of emphasizing personality development, the traditional teaching model represented by Herbart was challenged, and Dewey's pragmatic education theory came into being, which was highly praised by the society and promoted the development of the teaching model.

Dewey put forward a pragmatic teaching model based on "children-centered" and "learning by doing". The basic procedure of this model is "creating situations-determining problems-having data-putting forward hypotheses-testing hypotheses". This teaching mode breaks the tendency of simplification in the previous teaching mode, makes up for the deficiency of Herbart teaching mode, and emphasizes the main role of students. Emphasizing activity teaching, promoting students to discover and explore skills, acquiring the ability to explore and solve problems, has opened up a new way of modern teaching mode.

Of course, the pragmatic teaching mode also has its shortcomings. It equates the teaching process with the scientific research process, belittles the guiding role of teachers in the teaching process, unilaterally emphasizes the importance of direct experience, ignores the systematic learning of knowledge, and affects the teaching quality. Therefore, it was strongly criticized by society in the 1950 s.

Since 1950s, with the development of science and technology, education is facing the challenge of new scientific and technological revolution, which urges people to apply new theories and technologies to study school education and teaching. Modern psychology and thinking science have revealed the mechanism of human brain activities. genetic epistemology summarized the process of individual cognition. Cognitive psychology has studied the human brain's acceptance and choice of information activities, especially the emergence of system theory, cybernetics and information processing theory, which has had a far-reaching impact on teaching practice and put forward many new topics for teaching mode. Therefore, at this stage, many teaching ideas and theories have appeared in the field of education, and many new teaching models have also appeared.

(B) the development trend of teaching mode

1. Develop from single teaching mode to diversified teaching mode.

Since Herbart put forward the "four-paragraph theory" teaching mode, it has gradually become the dominant teaching mode in the 20th century in the name of "traditional teaching mode" through the practice and development of its students. Later, Dewey put forward a pragmatic teaching model under the banner of anti-tradition, and began to swing back and forth between "tradition" and "anti-tradition" from the 1950s. Since the 1950s, new teaching ideas have emerged one after another, and the new scientific and technological revolution has triggered great changes in teaching, and the teaching mode has emerged a prosperous situation in which a hundred flowers blossom and a hundred schools of thought contend. According to Joyce and Weil's statistics on 1980, there are as many as 23 teaching modes, of which more than 10 are proposed in China.

2. Develop from inductive teaching mode to deductive teaching mode.

Inductive teaching mode attaches importance to summing up from experience, its starting point is experience, and the process of thinking formation is induction. Deductive teaching mode refers to deducing a teaching mode from a scientific theoretical hypothesis, and then verifying its effectiveness with rigorous experiments. Its starting point is theoretical hypothesis, and the process of thinking formation is deduction. Inductive teaching mode comes from the summary of teaching practice, which is inevitably uncertain and cannot be justified in some places. Deductive teaching mode has a certain theoretical basis, which can be justified and has its own complete system.

3. The development of teaching mode from "teaching" to "learning"

Traditional teaching models are all elaborated from the perspective of how teachers teach, ignoring the problem of how students learn. Dewey's "anti-traditional" teaching model made people realize that students should be the main body of learning, and thus began to study the teaching model based on "learning". The development trend of modern teaching mode is to attach importance to students' subjectivity in teaching activities, attach importance to students' participation in teaching, and rationally design "teaching" and "learning" activities according to teaching needs.

4. Modernization of teaching mode.

In the research of contemporary teaching mode, more and more attention is paid to the introduction of modern scientific and technological theories and new achievements. Some teaching models begin to pay attention to the application of advanced scientific and technological achievements such as computers, and the scientific content of teaching conditions is getting higher and higher. Make full use of existing teaching conditions to design teaching mode.

Summary of various teaching models

Teaching mode is the concretization of teaching theory, the generalized form and system of teaching practice, with diversity and operability. Therefore, teachers have certain requirements for the selection and application of teaching mode, which must meet the teaching objectives. We should consider the actual teaching conditions and choose different teaching modes for different teaching contents. Of course, first of all, we should know what teaching models are available and what their characteristics are.