This teaching mode originated from Herbart's four-stage teaching method, and was introduced to China by Kailov and others in the former Soviet Union. It is widely popular in China, and many teachers use this method intentionally or unintentionally in their teaching. The goal of this model is to impart systematic knowledge and cultivate basic skills. Its focus is to fully tap the role of human memory, reasoning ability and indirect experience in mastering knowledge. Enable students to master more information quickly and effectively. This model emphasizes the guiding role of teachers, thinks that knowledge is a one-way transfer from teachers to students, and attaches great importance to teachers' authority. (2) self-study-counseling.

Self-study tutoring teaching mode is an autonomous learning mode under the guidance of teachers. This teaching mode can cultivate students' independent thinking ability, and many teachers also use it in teaching practice. (3) Inquiry teaching.

Inquiry teaching pays attention to problem solving, students' independent activities and the cultivation of students' thinking ability. 1. The theoretical basis is based on Piaget's and Bruner's constructivism theory, which focuses on students' pre-cognition and experiential teaching. Cultivate students' exploration and thinking ability. 2. The basic procedure of Basic program teaching is: question-hypothesis-reasoning-verification-summary and improvement. First, create a certain problem situation to ask questions, then organize students to guess and make hypothetical explanations, then design experiments to verify, and finally summarize the rules. 3. Teaching principles Establish a democratic and tolerant teaching environment and give full play to students' thinking ability. Teachers should master students' pre-cognitive characteristics and implement certain teaching strategies. 4. The auxiliary system needs certain equipment and related materials for students to explore and learn. 5. Advantages of teaching effect: it can cultivate students' innovative ability and thinking ability, cultivate students' spirit of democratic cooperation, and cultivate students' autonomous learning ability. Disadvantages: it can only be carried out in small classes and requires a good teaching support system. Teaching takes a long time. 6. To implement suggestions in inquiry teaching, teachers must respect students' subjectivity and create a tolerant, democratic and equal teaching environment. Teachers should give some encouragement to students who break the rules, and don't tell students right or wrong easily. Teachers should give priority to guidance and never tell students the results of inquiry easily.

(D) Concept acquisition mode

The goal of this model is to let learners develop their thinking ability by experiencing the formation process of the concepts they have learned. This model mainly embodies the viewpoint of cognitive psychology, emphasizing that learning is the organization and reorganization of cognitive structure. 1. The theoretical basis is the thinking research theory of Bruner, Goodnow and Austin. They think that classification is a means to treat different things equally and simplify and systematize the world around them. So as to establish a concept to understand the complex world. Bruner believes that the so-called concept is an idea or abstraction formed by classification according to observation. In the process of concept formation, it pays great attention to some similar components in things. Ignore these differences. When defining a concept, you need five elements: name, definition, attributes, examples and their relationship with other concepts. 2. The acquisition mode of basic procedural concepts includes these steps: the teacher chooses and defines a concept-the teacher determines the attributes of the concept-the teacher is ready to choose positive and negative examples-the students are introduced into the conceptualization process-the examples are presented-the students summarize and define-more examples are provided-further research and formation of the correct concept-the application and expansion of the concept. 3. Teaching principles help students acquire concepts effectively. One of the basic tasks of education. The way to acquire concepts is to adopt the thinking form of "induction-deduction". First of all, through some examples, let students discover some common properties of concepts and master the essential characteristics that distinguish concepts from other concepts. After obtaining the concept, students need to understand the concept, that is, to guide students to understand the concept from the aspects of connotation, extension, genus, species and difference. In order to strengthen students' understanding of concepts, we should also distinguish concepts related to or similar to concepts, logically related concepts and corresponding concepts. The purpose of learning is to use them. In the process of using, students' mastery of concepts can be found and remedial measures can be taken in time. 4. The auxiliary system needs a lot of positive and negative examples, and teachers need to prepare carefully before class. 5. Teaching effect can cultivate students' inductive and deductive abilities and form clearer concepts. It can cultivate students' rigorous logical reasoning ability. 6. The implementation suggestion is to implement teaching for the content with strong concepts. Teachers should sort out the connotation and extension of concepts well before class.

(E) Butler's autonomous learning model

In 1970s, American educational psychologist Butler put forward the seven elements of teaching and the "seven-segment" teaching theory. It has great influence in the world. 1. Theoretical basis Its main theoretical basis is information processing theory. 2. Teaching Procedures The basic teaching procedures are: setting the situation-stimulating motivation-organizing teaching-applying new knowledge-testing and evaluating-consolidating exercises-expanding migration. The situation in his seven teaching steps refers to various internal and external situations of learning, and the internal situation is the cognitive characteristic of students. Its main components are individual differences, metacognition and environmental factors. Motivation is all kinds of incentives to learn new knowledge, and its main components are: emotional feeling, attention, distinction and intention. Organizations link new knowledge with old knowledge, and its main components are: mutual connection, association, conception and modeling. Application is a preliminary attempt to new knowledge. Its constituent elements are: participation, attempt, experience and result. Evaluation is the evaluation of new knowledge after the first trial, and its constituent elements are: informing, comparing, giving value and choosing. Repetition is the process of practice consolidation, and its main components are: reinforcement, practice, habit formation, routine, memory and forgetting. Expansion is the transfer of new knowledge to other situations. Its constituent elements are extension, migration, transformation, systematization and synthesis. 3. Teaching Principles Based on the information processing theory, Butler attaches great importance to the adjustment of metacognition, handles learning tasks with learning strategies, and finally generates learning results. Teachers should always remind students to reflect on their learning behavior when using this model. They should consider the elements of each step. According to different situations. 4. Auxiliary system general classroom environment, teachers who master learning strategies. 5. Teaching Effect This is a general teaching mode, which can be transformed into different teaching methods according to different teaching contents. As long as the teacher is flexible, he can achieve the teaching effect he wants. 6. To implement the suggestion, teachers should be research-oriented teachers with certain knowledge of pedagogy and psychology and master metacognitive strategies, so as to flexibly use this teaching mode.

(6) Anchored teaching

This teaching requirement is based on infectious real events or real problems. Determining such a real event or problem is figuratively compared to "breaking down", because once such an event or problem is determined, the whole teaching content and process are also determined (just like a ship that is breaking down). 1. Theoretical basis Its theoretical basis is constructivism. Constructivism believes that the best way for learners to complete the meaning construction of what they have learned, that is, to achieve a deep understanding of the nature and laws of things reflected by this knowledge and the relationship between this thing and other things, is to let learners feel and experience in the real environment of the real world (that is, to learn by gaining direct experience), rather than just listening to the introduction and explanation of this experience by others (such as teachers). Because anchored teaching is based on real cases or problems (as anchors), it is sometimes called "example teaching" or "problem teaching" or "situational teaching". 2. The anchored teaching of basic procedures consists of the following links: (1) Creating situations-making learning happen in situations that are basically consistent with or close to the actual situation. (2) Determine the problem-under the above circumstances, choose the real events or problems closely related to the current learning theme as the central content of learning. The selected event or problem is the "anchor", and the function of this link is the "anchor". (3) Autonomous learning-Teachers do not directly tell students how to solve the problems they face, but provide students with relevant clues to solve the problems. And pay special attention to the cultivation of students' "autonomous learning" ability. (4) Cooperative learning-discussion and exchange, through the confrontation of different viewpoints, supplement, revise and deepen each student's understanding of current issues. (5) Effect evaluation-Because the learning process of anchored teaching is a problem-solving process, it can directly reflect the learning effect of students. Therefore, the evaluation of this teaching effect does not need to be tested independently from the teaching process. As long as you observe and record the students' performance at any time during the learning process. 3. The teaching principle is consistent with the problem, and the difficulty of the problem is moderate, so students' subjectivity should be given full play in teaching. 4. The auxiliary system skillfully sets the situation to cooperate with the students. 5. The teaching effect can cultivate students' innovative ability, problem-solving ability, independent thinking ability and cooperation ability. 6. Implement suggestions, create situations, throw questions in time, and pay attention to the infection and edification of situations.

(7) Demonstration teaching mode

Example teaching mode is more suitable for principled and regular knowledge, and it is one of the most basic contents in ideological and political teaching in middle schools. It was put forward by German educational practitioner M. Wagenshein. 1. The theoretical basis follows the cognitive law of human beings: from individual to general, from concrete to abstract. In teaching, we usually start with some examples, analyze and perceive the principles and laws, and gradually refine and summarize them. 2. The basic process of basic procedure example teaching is: clarifying "individual" cases → demonstratively clarifying "class" cases → demonstratively mastering legal principles → mastering the methodological significance of legal principles → training the application of legal principles. "Example teaching" advocates selecting typical cases containing essential factors, fundamental factors and basic factors. Through the study of examples, students can learn from the individual to the general, from the concrete to the abstract and from the understanding. The so-called "Lei" case, for example, refers to the use of many facts and phenomena consistent with the "Ge" case to clarify the essential characteristics of things; The principle of demonstrative mastery of laws refers to summarizing laws and principles from a large number of "class" cases. In the process of summing up, we should pay attention to the accurate expression of laws or principles, and the names of laws and principles should be clear; The purpose and significance of mastering laws and principles lies in application, so teachers should let students master the methodological significance of laws and principles; In order to understand the students' mastery of laws and principles and get feedback information, the application training of laws and principles is an indispensable part of teaching. 3. Educational principles should follow such a basic order: starting with individuals, summarizing them into categories, extracting essential features from categories, and finally rising to rules and principles. 4. Choose different typical examples for the auxiliary system. 5. The teaching effect is helpful to cultivate students' analytical ability. Help students understand the laws and principles. 6. The implementation suggestions are more suitable for teaching some principles and laws in social science, and the examples must be representative, which can best stimulate students' interest.

(VIII) Phenomenon analysis mode

1. theoretical basis it is mainly based on the cognitive theory of constructivism, and attaches great importance to students' explanation of problems by using previous experience. 2. Basic program The basic teaching procedure of the phenomenon analysis model is: show the phenomenon → explain the reason of the phenomenon → analyze the result of the phenomenon → analyze the solution. In teaching, a phenomenon often appears in the form of materials. Students should be able to reveal the essence behind the phenomenon. 3. The phenomenon of educational principles can reflect the essential laws, create a democratic environment, give play to students' subjectivity and let them explain. 4. Assist the system to feel the real phenomenon, preferably with audio-visual assistance. 5. Teaching effect cultivates students' analytical ability and comprehensive ability. 6. Implement the suggestion that teachers should mobilize students' thinking and let them discover the law behind the phenomenon. The selected phenomenon should be typical and reveal the law behind it.

(9) Gagne model

1. Theoretical basis According to the information processing theory, Gagne believes that the conditions of learning are divided into internal conditions and external conditions, and the internal conditions are further divided into basic preconditions and supporting preconditions. Supporting preconditions play an auxiliary role in the learning process, but learning can take place without these conditions, but it is impossible without basic preconditions. Different learning categories need different learning conditions. It can produce five types of learning results: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Oral information includes names, symbols, facts and principles. In order for language information learning to take place, the content of language information must be meaningful to learners. In order to check whether oral information is mastered, some facts must be questioned. Intellectual skills, including discrimination, concepts, rules and advanced rules. The study of intelligent skills is to guide learners to find the correct answer by presenting many rules and examples. Learning results can be checked by asking learners to solve specific problems. Cognitive strategies are taught by demonstrating or explaining strategies. Once students are familiar with a problem, they should ask new questions to help students transfer strategies. Or evaluate students' mastery of strategies. The key is to master motor skills repeatedly. The mastery of motor skills can be tested by the time or accuracy of completing tasks. Attitude and the principle of strengthening dependence play a major role in attitude learning. Gagne's learning hierarchy theory is mainly applicable to the learning of intellectual skills. Learning hierarchy theory, also known as cumulative learning theory, is based on the following basic ideas: learning any new intellectual skills requires some previous learning. Learning is cumulative. According to the complexity, from simple to complex, Gagne divided intellectual skills into eight levels: signal learning, stimulus learning, chain learning, speech association, discrimination learning, concept learning, rule learning and advanced rule learning. Among them, the first four kinds of learning are the basic learning forms, which are collectively called associative learning. School education pays more attention to the latter four kinds of learning. Gagne equated the human learning process with computer processing information. In his learning theory, the key points are: attention, selective perception, repetition, semantic coding, extraction, response organization and feedback. 2. The basic program follows the steps of computer processing information (environment-receiver-registration-coding-reactor execution monitoring-effector-environment). He proposed a nine-step teaching method: (1) attracting attention, (2) informing the target, (3) prerequisite for stimulating memory, (4) presenting stimulating materials, (5) providing learning guidance, (6) triggering performance, (7) providing feedback on the correctness of performance, (8) evaluating and (9) enhancing memory and transfer. Gagne believes that learning is divided into nine stages and three parts. There are three parts: preparation, operation and transfer. Preparation includes receiving, predicting and extracting into working memory. The corresponding teaching events are to attract attention, inform the goal and stimulate the memory of previous knowledge. Operations include selective perception, semantic coding, reaction and reinforcement. The corresponding teaching events include motivation, providing learning guidance, triggering behavior and providing feedback. Learning transfer includes extraction and reinforcement, extraction and generalization. The corresponding teaching event is evaluation behavior.

(X) Ausubel model

Ausubel is a concrete practitioner of cognitive structure theory. He generally believes that cognitive structure is the reproduction form of book knowledge in students' minds and the result and condition of meaningful learning. He emphasized the role of cognitive structure in the learning process, which has strong generality, clarity, firmness, identifiability and effectiveness. The main task of teaching is to establish learners' clear and firm cognitive structure of teaching materials. Ausubel's meaningful learning theory emphasizes the position of cognitive structure, and puts forward several learning types around cognitive structure, such as upper learning, lower learning, related generic learning, parallel learning and creative learning, which provides a convincing explanation for how old and new knowledge are organized. Since then, the theory of cognitive structure has really attracted people's attention and been widely understood. 1. Theoretical Basis ── Ausubel, a famous American educational psychologist, divides "learning" into two types according to its effect. The so-called meaningful learning, in essence, means: "The concepts represented by symbols are essentially (not literally) related to what learners already know in a non-arbitrary way. The so-called non-arbitrariness and substantive connection mean that these concepts are related to a certain aspect of learners' original cognitive structure (such as a representation, a meaningful symbol, a concept or a proposition). In other words, in order to achieve meaningful learning and truly acquire knowledge, that is, to gain an understanding of the nature and laws of things reflected by knowledge and the relationship between things, the key is to establish a non-arbitrary substantive connection between the new concepts and knowledge currently learned (that is, the concepts represented by symbols) and a certain aspect of learners' original cognitive structure (representations, concepts or propositions). As long as this connection can be established, it is meaningful learning, otherwise it is mechanical learning by rote. Ausubel believes that whether this connection between old and new knowledge can be established is the most important factor affecting learning and the most basic and core principle in educational psychology. Just as his masterpiece "Cognitive View of Educational Psychology" is expressed in extra-large words on the title page: "If I want to reduce all educational psychology to only one principle, then I will put it in a word: the only most important factor affecting learning is what learners already know. To understand this, we must teach it accordingly. " Ausubel pointed out that there are two different ways to realize meaningful learning: accepting learning and discovering learning. The basic feature of accepting learning is: "to pass on all the knowledge learned to learners in a certain way." The study topic does not involve any independence of students. " A poem or geometric theorem) is internalized or organized for use or reproduction at some time in the future. "The basic feature of discovery learning is:" The main content to be learned is not taught (by teachers), but must be discovered by learners themselves before it can be incorporated into students' cognitive structure in a certain sense. " Ausubel also stressed that if we distinguish learning types according to the ability changes caused by learning (whether meaningful learning can be realized is the key to the development and change of ability), that is, according to the way of causing ability changes (that is, the way of realizing meaningful learning), then we can only distinguish between "accepting learning" and "discovering learning". And all other types of learning can be combined with these two types. He believes that there are many classifications of learning types in academic circles (such as "discriminating learning", "conceptual learning", "trial and error learning", "conditioned response learning", "paired associative learning" and so on. ) is actually the result of "not distinguishing learning according to the ability changes caused by these learning types". 2. Ausubel's teaching strategy not only correctly points out that meaningful learning can be realized through "discovery learning" and "acceptance learning", but also studies how to realize meaningful learning under these two teaching methods. In particular, the teaching strategy under the "pass-and-accept" teaching mode has been further explored, and an excellent achievement has been achieved in the field of teaching theory-the "advance organizer" teaching strategy, which is a teaching strategy implemented on the basis of analyzing and manipulating three variables of cognitive structure (namely, the availability, distinguishability and stability of the original cognitive structure). Because it is based on cognitive learning theory and has strong maneuverability, its influence has been expanding since Ausubel put forward it in 1978. At present, realizing "meaningful receptive learning" has become one of the most representative, influential and practical teaching strategies. 3. Motivation Theory On the basis of in-depth study of cognitive conditions and factors in the learning process, Ausubel not only put forward the theory of "meaningful acceptance learning" and the teaching strategy of "advance organizer", but also noticed the role of another important factor affecting the learning process, namely emotional factors. And put forward a unique view in this respect (among many contemporary educational psychologists, it is rare to pay attention to the role of emotional factors and study them carefully), which can be summarized as follows: (1) He believes that the influence of emotional factors on learning mainly works through motivation in the following three aspects: ① Motivation can affect the occurrence of meaningful learning because motivation does not participate in the establishment of the relationship between old and new concepts and old knowledge, so it cannot directly affect the occurrence of meaningful learning. However, motivation can strengthen the interaction between old and new knowledge by enabling learners to exert greater potential in such aspects as concentration, strengthening efforts, learning persistence and frustration tolerance (acting as a catalyst). Therefore, it can effectively promote meaningful learning. ② Dynamic opportunities affect the maintenance of acquired meaning. Because motivation does not participate in the establishment of the relationship between old and new knowledge and the interaction between old and new knowledge, it cannot directly affect the maintenance of the acquired meaning, but the maintenance is always achieved through review. However, in the review process, motivation can still improve the clarity and consolidation of the newly acquired meaning by making learners play a greater potential in "concentration", "strengthening efforts" and "persistence", thus effectively promoting retention. (3) Motivation can affect the knowledge extraction (recall), which may have an inhibitory effect, so that the knowledge that could have been extracted cannot be extracted (recall), and the motivation is too high due to psychological tension during the exam. On the other hand, sometimes the motivation is too weak to mobilize the full potential of learners' nervous system, which will also weaken the extraction of existing knowledge. (2) He believes that motivation is composed of three internal driving forces, because motivation is the internal force that drives people to act. Therefore, psychologists often regard motivation and internal drive as synonyms. Ausubel believes that motivation usually consists of three parts: cognitive internal drive, self-improvement internal drive and subsidiary internal drive. Cognitive internal drive refers to the desire and motivation to acquire knowledge, understand the surrounding world, clarify problems and solve problems, which is roughly synonymous with curiosity and thirst for knowledge. This internal driving force is satisfied from the knowledge-seeking activity itself. Therefore, it is an intrinsic learning motivation. Because the result of meaningful learning is an incentive for learners, Ausubel thinks it is "one of the most important motivations in meaningful learning". For example, children are naturally curious, and the more they constantly explore and understand the world around them, the more satisfied they are. This satisfaction (as an "incentive") will further strengthen their thirst for knowledge. That is, to enhance their learning motivation. Self-improvement internal drive refers to children's learning motivation to improve their status in family and school by getting good grades. With the growth of age, children's self-awareness is enhanced, and they hope to be respected in family and school groups. This desire can also push children to study hard, strive for good grades and win a position equivalent to their grades. Learners with self-improvement motivation are not pursuing knowledge itself. It is the satisfaction of status beyond knowledge (respect, status), so this is an external learning motivation. Dependent internal drive refers to a kind of power to gain the recognition of parents and teachers through obedience and obedience, so as to obtain derivative status. This motivation is not the pursuit of knowledge itself, but the pursuit of self-esteem satisfaction beyond knowledge (recognized by parents and teachers). So it is also an external learning motivation. Everyone may have the motives of the above three different components, but the different proportions of the three components depend on factors such as age, gender, culture, social status and personality characteristics. In childhood, the attached internal drive is the main motivation to get good academic performance; In the late childhood and adolescence, the affiliated internal drive decreases, and the pursuit of parental identity turns to peer identity; In adolescence and adulthood, the internal drive of self-improvement gradually becomes the main component of motivation. The importance of internal motivation (cognitive internal drive) has always been emphasized, but the role of external motivation (especially self-improvement internal drive) can never be underestimated. Self-improvement is a powerful driving force, which can play a long-term role in an individual's academic career and career. This is because, compared with other motives, this kind of motivation contains more intense emotional factors, including the expectation, longing and excitement of success and its subsequent reputation, as well as the anxiety, anxiety and fear of failure and its subsequent loss of status and self-esteem. From the above introduction of "incentive theory" (including the composition of incentive components and the role of incentive, etc. ), Ausubel did make an in-depth study on the role and influence of emotional factors in the cognitive process. If we can consciously help learners to gradually form and strengthen the above three motivations in teaching design or courseware script design according to their different age characteristics, and properly use these motivations in different stages of the teaching process (such as meaningful learning, maintaining the meaning of acquisition and knowledge extraction), because cognitive factors and emotional factors can be well coordinated in the learning process, better teaching results will be achieved.

(XI) Cooperative learning mode

Organizing students to study in groups is a strategy. The achievement of a group is closely related to the performance of an individual. Johnson (D.W.Johnson, 1989) believes that cooperative learning must have five elements: ① individuals actively depend on each other; ② individuals have direct communication; ③ individuals must master the materials for the group; ④ individuals must have cooperative skills. ⑤ Group strategy. Cooperative learning is conducive to developing students' individual thinking ability and motor skills, enhancing students' communication ability and tolerance, cultivating students' team spirit and improving their academic performance. Classroom cooperation has four disadvantages: First, if slow learners need the help of fast learners, fast learners will slow down their learning progress to some extent, which will affect their own development. Secondly, students with strong ability may dominate students with poor ability or reticence, making the latter retreat more, while the former is more brainless. Third, cooperation tends to ignore individual differences and affect the learning progress of students who feel uncomfortable about cooperation. Finally, the group's achievements depend too much on the individual's achievements. Once an individual is incompetent or uninterested, cooperation will fail.

(12) Discovery learning mode

Discovery learning is a teaching mode with the main goal of cultivating students to explore and discover knowledge. The most fundamental part of this model is to let students experience the process of knowledge generation like scientists' discoveries. Bruner thinks that the discovery teaching method has four advantages: 1. It improves students' knowledge maintenance ability. 2. It provides information that is convenient for students to solve teaching problems. It can increase students' intellectual potential. 3. It can stimulate students' intrinsic motivation and interest in knowledge. Students have acquired the skills of solving problems. According to the research of many psychologists, this teaching mode is more suitable for lower grades, and it takes too much time to attend classes and is difficult to master. In addition, there are discussion-based teaching mode and inquiry-based teaching mode based on pre-concepts, which are not introduced here due to space limitations.

Teaching mode is a typical, stable and easy-to-learn teaching mode, which is summarized and refined from the whole teaching and is based on the teaching law. In short, it is the basic procedure or framework of teaching activities expressed in simplified form under the guidance of certain teaching theories. The teaching mode includes certain teaching concepts, curriculum design, teaching principles, teacher-student activity structure, and methods and means under the guidance of this teaching concept. In an educational model, various teaching methods can be concentrated. Any model is not a rigid dogma, but a stable and developed procedural framework.