Teaching mode can be defined as a relatively stable teaching activity structure framework and activity program established under the guidance of certain teaching ideas or teaching theories. 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.

Five teaching modes include: Direct instruction, discussion, experience teaching, problem teaching and situational teaching.

1. Direct instruction: Suitable for those with good structure, clear flow, high efficiency and close cooperation.

Steps: S 1 teacher demonstration, S2 student practice, S3 review and evaluation, S4 regulation and feedback.

2. Discussion method (such as action learning method): suitable for poor structure, in-depth discussion, various forms and cross-border cooperation.

General steps: rule execution+problem presentation+discussion and debate+refinement and summary+evaluation and delivery.

3. Experiential teaching mode: suitable for task-driven+combination of body and mind+simulated situation+training transformation.

Steps: project statement+rule propaganda+learning experience+assessment+guidance reflection+integration.

4. Problem teaching mode (between discussion and direct guidance, and between good and bad problem solving)

Features: true questions+including questions+competitive learning+clear process.

Steps: design questions+ask questions+study and discuss+debate and reflect+summarize and evaluate+apply what you have learned.

5. Situational teaching mode

Features: case contextualization+system coherence (problems are not independent)+situational adaptability+environmental contextualization.

Steps: situation design+organization in advance+situation presentation+study and discussion+reflection and optimization+integration.