"EEPO- Effective Education" was founded by Professor Meng, a member of the Cadre Education Committee of the Ministry of Education, a member of the SDP expert group, secretary of the Party Committee and vice president of the School of Education of Yunnan Normal University. He went deep into the western region of China and spent nearly 10 years in practical exploration, forming a set of educational theories and teaching methods. Popularizing the central region and influencing the eastern region has built theoretical support for teachers to organize students' learning, control classroom teaching and evaluate teaching effect, and can guide teachers to carry out education and teaching in an orderly, organic and effective manner. More importantly, it finds a balance between ideal quality education and realistic exam-oriented education. Try to find the combination of education and teaching between the East and the West, that is, combine the personality and creativity that the West is best at with the knowledge that the East, especially China, is best at, and make it popular. "EEPO- Effective Education" is an educational teaching method that integrates "learning mode, classroom mode and evaluation mode", and it is a three-dimensional integrated system with strong operability and practicability. Its operation technique is easily accepted by teachers, especially young teachers. It innovates on the basis of traditional teaching mode, conforms to the concept of new curriculum reform, emphasizes the macro-control of classroom teaching, the effectiveness of teacher-student interaction, the full use of classroom resources, and the cultivation of students' personality and teamwork spirit. The brief introduction of its operating system is as follows: (1) Students' learning style Learning style is the general name of a series of methods that students often use in learning activities and social activities. The training contents include group learning, teamwork, the utilization of human resources and classroom resources, the dynamic and static transformation of conventions and rules, general motivation, the expression and presentation of learning, speed training (such as memory, reading, writing, recording and calculation) and social practical experience. 1. Learning organization forms include team cooperation and teamwork. Group cooperative learning is one of EEPO learning methods, and some people say it is the soul of EEPO learning methods. It is based on study groups, making full use of classrooms and human resources. In the atmosphere of mutual care, mutual love, mutual listening and affinity, in order to complete the task, the division of labor is clear and they learn from each other. Generally, there are 2-6 people as a group. There are five basic elements in forming a study group: care, care, listening, resource utilization and affinity. Specific operating procedures include establishing study groups, defining construction objectives, stipulating cooperation requirements, and paying attention to marginalized people in learning. The so-called "marginal figures" refer to students who have not participated in or really devoted themselves to learning. Display of learning achievements. Teamwork is a more advanced organizational form of student study group based on study group cooperation, which consists of at least 8 people. It pays more attention to the division of roles in the team and the display of students' talents. There is a clear division of labor in the group, including team leader, supervisor, recorder, operator, comprehensive spokesman, assistant, voice controller and coordinator. Only with a clear division of labor can students complete their tasks in an orderly way. It can change the division of roles and let more students get more exercise. 2. Learning resources include human resources and classroom resources. The so-called human resources include teachers, students and people related to teaching. A teacher's knowledge, thinking and ability are limited. Classroom resources include hardware resources such as classroom walls, windows, blackboards, tables and chairs, and software resources such as classroom culture and table and chair layout. As a teacher, we should be good at helping students develop and use human resources and classroom resources in their studies. 3. Learning management methods include classroom learning and social practice. 4. Learning objectives include knowledge (knowledge objectives), personality (emotional and professional objectives) and creativity (ability objectives). 5. Learning norms mean the static and dynamic transformation of teacher-student agreements and rules, as well as general encouragement. 6. The presentation of learning is the feedback of learning situation and the process of cultivating students' various abilities. (2) Teachers' teaching modes There are many types of teaching modes for teachers to organize teaching. The following are three: 1. The combination mode of elements focuses on teaching interactive elements such as seeing, speaking, thinking, doing, moving and static, as well as the exchange and use of various elements. Different combinations of different elements have different effects. Its teaching purpose is to fully mobilize students' various emotions, conform to students' psychological and physiological characteristics, make students concentrate on their studies, and greatly improve their enthusiasm and effectiveness in learning. Students simply look, the learning effect is 20%, teachers speak, students listen and watch, the learning efficiency is only 30%, students speak, listen, watch and want to combine, the learning effect is 50%, if they say, listen, watch and think, the learning effect can reach 70%, and if all elements are organically combined and skillfully used, the teaching effect can reach 90%. 2. The "platform interaction mode" is to grasp the key elements and then build a multi-dimensional teaching platform. The main process of e' {s]cc 1 platform interaction mode is: screening key targets-building a multi-dimensional platform-interaction-teacher's intensive lectures (comments+lectures). 5@yC？ u？ 6? The so-called "elements" in 2O 194 refer to the key knowledge points, ability points, test sites, methods, thinking, creation, thinking and cooperation in teaching. The multidimensional EEPO2X*M]ViTn of effective education in China refers to different channels, different ways, different ideas, different methods, different ways and different personality expressions. Generally speaking, you can use the process of asking questions-students think-students do (a student walks to the blackboard)-the teacher points out-the next question. 3. Philosophical method Philosophical method is the core of EEPO and the mode of effective education. It is a good class type to break through the key points and difficulties of teaching. It emphasizes the cultivation of students' sporadic and diverse thinking and encourages students to learn creatively. Such as multiple solutions to a problem, multiple views of a problem and multiple solutions. A painting, a sentence, or even a word can trigger students to carry out extensive thinking ability training. For example, Professor Qin's last lesson, Individual Function and Collaborative Function of Fingers, is a typical philosophy class. (3) Teaching evaluation methods Teaching evaluation methods include classic evaluation and project evaluation. 1, the classical evaluation is mainly evaluated from two angles. The first is the evaluation of the implementation of imparting knowledge-giving play to personality-cultivating creativity; The second is the evaluation of teacher-student interaction-whether it gives students the initiative to learn-whether the initiative of students to learn stimulates their interest in learning. 2. Project evaluation mainly includes the evaluation of seeing, speaking, thinking, doing, moving, static and the exchange and application of various elements. (4) The innovative way of preparing lessons is simple and easy to operate. The graphic structure introduced to us by Professor Meng is the horizontal structure, and the teachers in the experimental class have also reformed and innovated the way of preparing lessons for graphic structure. Five, the experimental school 1 the enlightenment of successful experience. The experiment will be effective only if the leaders attach importance to it, enthusiastically support it, teachers actively participate voluntarily and independently, and persist in practice. 2. In recent years, the number one primary school in Xingyi No.1 Middle School has focused on "characteristics" and "specialties", running through the main line of harmonious education, building two platforms of goal-driven education and modular teaching, opening up three channels of college entrance examination, competition and specialties, and boldly introducing EEPO education methods into curriculum reform and school-based teaching and research, which has effectively promoted the deepening and expansion of basic education curriculum reform, promoted the professional growth of teachers and improved the quality of education and teaching. 3. Lushan International Experimental School follows six principles in implementing "EEPO-Effective Education Mode": (1) The principle of organizing participation and making full use of human resources. (2) that trinity principle, "EEPO- Effective education" is an educational teach method that integrates "learn mode, course mode and evaluation mode". Only by carrying out three-dimensional systematic operation at the same time can the teaching benefit be maximized. (3) The principle of achieving the goal, "EEPO-Effective Education Mode" provides teachers with a variety of operation modes, and teachers should creatively choose and use them according to different people, otherwise students will become rigid rather than rigid. (4) The principle of bringing forth the old and bringing forth the new, which originates from and guides practice, cannot be regarded as apotheosis and necessity. (5) The principle that less is more, the fewer goals, the better the effect. (6) Practice the principles, argue less, practice more, read more and use more. 4. It can strengthen the education and teaching research of teachers in the same preparation group, the same subject group and the same class, which is beneficial to teaching. Through the training and practice in the experimental school, the teachers feel that this teaching method is novel and easy to learn. The teaching level and teaching efficiency have also improved. 6. It conforms to our school philosophy of "laying a foundation for students' lifelong development". We can make full use of our strengths and avoid weaknesses and learn from the successful experience of experimental schools. In the daily teaching management, we can learn from the orderly management of Mubingcha Middle School in Jiangsu Province, and in the teaching process, we can refer to the "EEPO-Effective Education" teaching method.