Teaching process Teaching process refers to the process in which teachers help students master systematic scientific and cultural knowledge, skills and technologies, understand the objective world and master scientific research methods in order to achieve a certain teaching purpose and task. It is also a practical process in which students are educated to actively master knowledge, develop intelligence and improve their own quality under the guidance of teachers. In short, it refers to the implementation plan of a specific topic in classroom teaching. It is said that the teaching process is the central content of the lecture. Whether the teaching process is clear is the key to a good class, and it is the concrete embodiment of teachers' teaching ideas, thinking methods, strategies and techniques in teaching activities. The idea of teaching process design is to pay attention to the structure of classroom teaching activities and the methods and measures adopted to achieve the goals. The teaching process should be designed reasonably, take the goal as the main line, and attach importance to the leading and main role. It is necessary to explain how teachers stimulate students' learning motivation, how to develop teaching content, how to arrange teaching procedures, and what means to achieve feedback and strengthen learning effects. Promoting the orderly development of teaching process is to exercise according to law. It is said that the teaching process is the key link of the lecture, because only through the analysis of this process can we see the unique teaching arrangement of the lecturer, which embodies the teacher's teaching thought, teaching personality and style. Only by expounding the design of teaching process can we see whether the teaching arrangement is reasonable, scientific and artistic. When talking about the teaching process, we should explain the arrangement of classroom teaching process and steps and the theoretical basis of such arrangement. This is a more specific content in the classroom, and we should talk about the connection and transition of each teaching link in the teaching process. The teaching process requires clear hierarchy, natural transition, close connection and rigorous structure. Generally, it should include: 1, the design of teaching ideas and the arrangement of teaching links. The speaker should talk about his understanding and handling of the teaching materials, the arrangement of the teaching content, and the basic teaching ideas of how to organize teaching according to the students' reality. The whole teaching concept should be clear-cut and enlightening, which can reflect the leading role of teachers and the main role of students. It is also necessary to explain the theoretical basis of teaching idea design point by point. The explanation of theoretical basis should involve teaching methods, learning methods, teaching means and students' cognitive rules (including outline basis, curriculum standard basis, teaching method basis, pedagogy and psychology basis, etc.). It is said that the basic links of design in the teaching process should be clearly defined in the teaching procedure. For example, classroom introduction? The connection between old and new knowledge? How many parts does the newly granted content consist of? How to teach each part? How to ask questions and organize discussions? How to transition between teaching links? How to sum it up? ..... and so on. But the specific content only needs a brief introduction, as long as the listener can clearly understand "what to teach" and "how to teach". You don't have to follow the lesson plan when teaching students. 2. Explain the arrangement of bilateral activities between teaching and learning. This paper expounds how to use modern teaching ideas to guide teaching, how to embody the harmonious unity of teachers' leading role and students' main activities, the harmonious unity of teaching methods and learning methods, the harmonious unity of knowledge imparting and intelligent development, and the harmonious unity of moral education and intellectual education. It is necessary to explain the design of methods and means to guide students' positive thinking and cultivate students' innovative consciousness and ability. The choice of learning style should fully consider students' own factors and situational factors, such as analyzing students' cognitive basis, psychological characteristics and acceptability of learning content, analyzing the adaptability of students' thinking mode and learning habits to the content, and analyzing possible differences. In which key issues and links should teachers take the lead and students take the lead, so as to achieve the best combination of teachers' dominance and students' initiative, the best combination of internal laws of knowledge structure and students' cognitive laws, the best combination of mastering knowledge and developing thinking ability, and the best emotional communication and adjustment. 3. Explain the handling of key points and difficulties. Explain how to highlight key points, solve difficulties and use what methods to solve difficulties in the teaching process. 4. Explain when and where to use teaching AIDS, as well as the theoretical basis and use value of doing so. 5. Explain the teaching procedure of assignment, and pay attention to the language of generalization and reporting. It is not necessary to copy the teaching plan directly, but to use the original words of teachers and students in class as little as possible to reduce the length of the record.