Traditional educational thought emphasizes reflection and ignores empirical research. Re-seeking common ground and obedience, ignoring differences and innovations; Pay more attention to overall synthesis than local analysis; Emphasis on intuitive understanding, light logical reasoning; Pay more attention to objective results than process methods. Under the influence of this traditional educational thought, first, the teaching thought of attaching importance to introspection and ignoring external demand of experience makes teachers accustomed to "preaching and teaching to solve doubts" and not paying attention to students' hands-on operation. Students are accustomed to learning behind closed doors, rote learning and applying what they have learned. Second, seeking common ground and seeking differences are two ways of thinking, which are equally important in social life and learning process. However, China's traditional way of thinking and educational thought emphasized seeking common ground, ignoring seeking difference and innovation. In terms of teaching organization and management, I am used to uniformity across the board, such as unifying goals and requirements, textbooks, outlines, teaching organization forms, teaching processes and methods, exams and (standard) answers; On the evaluation criteria of students, honest, obedient and obedient students are good students, while students who love thinking, have their own unique opinions and opinions, dare to express their opinions and even put forward opinions different from those of teachers are considered as "bad" students who are undisciplined, unruly and naughty. Under the influence of this educational thought, students' innovative thinking, desire and ability are stifled, leading to thinking inertia. Thirdly, the teaching idea of emphasizing overall synthesis and ignoring local analysis is easy to urge educators to treat all students (such as a class) as a whole (collective), and rarely analyze individuals to understand their respective characteristics, and then take different measures to educate. This aspect is more difficult.

In order to fully display students' personality characteristics, on the other hand, even if students show their own personality, it is difficult to get the attention of teachers, and students themselves cannot take effective methods to learn according to their own characteristics. Fourthly, the teaching thought of attaching importance to intuitive understanding and ignoring logical reasoning has caused students to struggle in learning and reading, and they have not found a good solution in teaching methods. One of the fatal weaknesses of intuitive thinking is its poor accuracy, which makes it difficult to grasp things thoroughly, and sometimes even leads to a wrong understanding of things. Fifth, the traditional way of thinking leads teachers to pay attention to the macro-teaching objectives and the final teaching results in the teaching process, ignoring the detailed analysis of the teaching process, teaching content and methods. In terms of educational evaluation standards, we only look at students' learning results (even limited to exam results), not at the process and method of students' obtaining results; In terms of educational methods, we only pay attention to imparting and inculcating knowledge, while ignoring the mastery of students' learning methods and the development of their abilities; It is common to regard students only as accepting knowledge.

The standard container of knowledge rarely considers the differences and particularities of students in the process of accepting knowledge. Students study to get good grades and scores, not to really master knowledge, learning process and methods, to promote the development of ability, and to lack the internal motivation of learning; Form a learning attitude and habit of not asking for much, but asking for lofty goals, without paying attention to laying a solid foundation and mastering basic methods and skills. Even if students "know what it is", they may not "know why". The traditional teaching mode is influenced and dominated by the old concept of "learning officials". In the relationship between knowledge, ability and quality, it pays too much attention to the imparting of knowledge and suddenly.

It depends on the cultivation of students' ability, especially the cultivation of innovative ability. Students trained under this educational thought and concept only pay attention to the memory storage of knowledge, but not to the cultivation of comprehensive quality and innovation ability. In the relationship between teaching and learning, teachers' dominant position is overemphasized and students' subjectivity is neglected. In the teaching process, teachers instill knowledge into students unilaterally, and students learn passively, which greatly inhibits students' subjectivity and enthusiasm. Without initiative and enthusiasm, innovation will lose its foundation. In addition, the requirements for students are too uniform, ignoring individual differences and paying no attention to students' personality development. Students' knowledge and ideas are also easily similar, lacking individuality and originality. In a word, this old teaching mode, which emphasizes memory, taking exams and ignores innovation and exploration, has seriously affected the all-round development of students and is far from meeting the demand of innovative talents in the future society.