Now the new teaching mode mainly includes:

(1) New teaching modes classified according to learning theory In the field of educational technology, different classification methods based on learning theory are often cited, and teaching modes are divided into five categories: ① Behavior correction mode. Mainly based on behaviorism learning theory, it emphasizes the influence of environmental stimuli on learners' behavior results. For example, Skinner's theory of operating conditions and reinforcement, Bandura's theory of observation, imitation learning and behavior correction. Its teaching methods include program teaching, mastering learning methods, simulation, computer practice and internship. Especially suitable for knowledge and skills training. ② Social ways. Mainly based on the theory of social interaction, it emphasizes the mutual influence and social connection between teachers and students and between students. Such as Bandura's social learning theory and Vygotsky's cultural and historical development theory. Its teaching methods include cooperative learning, group discussion, role-playing and social science investigation. Especially suitable for cultivating interpersonal skills. ③ Personal model of personality development. Mainly based on personalized teaching theory and humanistic teaching thought, it emphasizes the individual's subjective initiative in teaching and insists on personalized teaching. Its teaching methods include non-directive teaching, heuristic teaching, seeking common ground while reserving differences and discussion teaching. Suitable for personality cultivation, innovative thinking, autonomous learning and problem-solving ability. ④ Information processing mode. Based on the information processing theory of cognitivism, teaching is regarded as a creative information processing process, and its teaching methods include inquiry method of concept acquisition, example teaching method, meaningful acceptance learning, discovery learning and investigation method. Used to improve logical thinking and critical thinking ability. ⑤ Constructivism model. Mainly based on constructivism learning theory, it emphasizes that learners construct their own understanding of things through the help of others. Its teaching methods include situational method, exploration and discovery, problem-based learning, group research and cooperative learning. It is especially suitable for the study of "inferior structure" field and advanced knowledge and the cultivation of scientific research spirit.

(2) The new teaching mode based on the classification of teaching theory The following table lists the characteristics of this education mode and its basic education process. Model name model featured basic education process question-and-answer model C 1, teacher-student question-and-answer model C2, teacher center C2, systematic teaching comprehension C3, student center C3, self-study counseling, self-evaluation feedback cooperation model C4, cooperative education induced learning, discussion, practice evaluation research model C5, thesis defense exploration and report defense evaluation teaching theory are a development sequence. From C 1 to C5, students' initiative in learning is gradually enhanced, which reflects the law of "teaching is for not teaching". From C5 to C 1, teachers' dominance is gradually enhanced, which reflects the law of "teaching is for development". (3) Classification of information-based teaching mode from the perspective of philosophy Professor Zhu Zhiting studied information-based teaching mode from the perspective of educational philosophy, and put forward a classification framework of teaching mode, thinking that the difference of teaching mode is essentially cultural difference. Cultural differences in teaching mode can be investigated from two dimensions: epistemology and values. From the perspective of epistemology, there are two opposing views: objectivism and constructivism; From the perspective of values, there are also two opposing views: individualism and collectivism. Individualism is the core of the values of western countries, especially the United States, Britain and other western countries. Individualism is manifested in the adoption of personalized teaching plans in education to encourage competition among students. Personalized CAI fully conforms to this value. Collectivism values are dominant in socialist countries and many eastern countries. Collectivism lesson plans are widely used in education to encourage students to help each other and develop the collective spirit. Taking values and epistemology as two basic variables to examine the differences of educational culture, and taking each variable as a continuum, we can get a two-dimensional classification model of educational culture as shown in Figure 5-3, and four different types of educational culture: ① individualism-objectivism; ② Individualism-Constructivism; ③ Collectivism-objectivism; ④ Collectivism-Constructivism. For a specific educational culture, it can be located in a certain position on this plane. This classification model is also helpful to describe the changes of educational culture. For example, the educational and cultural tradition in the United States basically belongs to type I, and now it is migrating to type II. Japanese educational culture is a very typical type III culture, and China's educational culture is also biased towards type III culture in essence. All kinds of teaching methods from the traditional to the latest development can find their corresponding positions in this classification model. Understanding the cultural orientation of teaching mode from the dimension of objectivism-constructivism. Generally speaking, the teaching mode with objectivism tendency is suitable for the study of basic knowledge in the field of "well-structured", and its learning results can be "converged" (students can easily reach a consensus), and the application ability of knowledge is usually "near transmission" because it adopts the teaching form of direct transmission, which usually has high teaching efficiency; The teaching system with constructivist tendency is more suitable for the study of "inferior structure" and advanced knowledge, and its learning results are often divergent (students are not easy to reach a consensus), and its knowledge application ability is usually "far migration", because most of the teaching forms of discovery and discussion generally require more time, and its significance lies in paying attention to the actual effect of students' innovative ability. No matter at home or abroad, traditional educational culture tends to be objectivism, but educational research in many western countries has begun to turn its attention to constructivism, which is consistent with the trend that scientific research has begun to impact those inferior and divergent fields all over the world. Modern information technology provides a strong guarantee for constructivist learning. Figure 5-4 gives a general explanation of the essence of these two teaching modes, which is helpful for us to choose the appropriate teaching mode.

I hope it helps you!

Hope to adopt, thank you.