Generally speaking, teaching mode belongs to the category of teaching strategy. According to the characteristics of information dissemination and information processing, Professor He Kekang of Beijing Normal University put forward a new definition of "teaching mode", that is, "teaching mode refers to a stable structural form of teaching activities in a certain environment under the guidance of certain educational ideas, teaching theories and learning theories." Among them, the process of teaching activities includes four elements: teachers, students, teaching media and teaching content, which are interrelated and interact with each other to form an organic whole, thus forming a stable structure-teaching mode.
For many years, classroom teaching in primary and secondary schools in China has been dominated and controlled by the teaching mode of "teacher-centered, classroom-centered, and textbook-centered", which has almost become the mindset of most teaching managers and teachers, greatly restricting the cultivation of students' innovative spirit and practical ability by school education, and bringing great inertia resistance to comprehensively promoting quality education in the field of basic education.
The traditional classroom teaching model can be roughly described as follows: "Teachers (knowledge givers and indoctrinators) are the center, and writing and writing on the blackboard (teaching media) are the means to indoctrinate students (passive recipients of external stimuli); Students can only accept the knowledge instilled by teachers in a unified, one-way and passive way. " Comparing this mode with the mass communication mode, it can be called "broadcast teaching". It is the teaching guarantee of the class teaching system in the early stage of industrialization, which is basically similar to the communication characteristics of the "second media"-"radio station" in human society. In the classroom, the teacher plays the role of "radio station" or "broadcaster", while the whole class must "tune in" to a unified "frequency", passively listen to the same widely publicized "program" and then convert it into memory (in psychology, it can also be interpreted as "short-term memory"). It is generally believed that through constant repetition and practice, information can be stored in "long-term memory", thus forming a knowledge structure; All the behaviors and results of this process can be evaluated by testing. "Broadcast teaching" is one-way from the path of communication (from teachers to students), the same from the content of communication (courses stipulated in the syllabus), and linear from the order of communication (the predetermined order of teaching materials). This teaching mode is just in line with the technological process of mass manufacturing "standard parts" in the industrial era.
This phenomenon, as American scholar Don Tapscott said, "lectures, textbooks, homework and schools are all similar to one-way media, which not only has a one-way, centralized and predetermined structure, but also believes that this way is most beneficial to the broad audience." This model is the foundation of top-down autocracy and teacher-centered education model for centuries. "However, in today's information society, the" broadcast "classroom teaching mode, which has lasted for many years, has been criticized more and more severely because it is in sharp contrast with the requirements of the times and scientific and technological progress, especially with the new media communication mode. For example, the educator Professor Davis sharply criticized: For most students, classroom teaching means "arriving at school on time every day, sitting quietly in the classroom and listening to what he doesn't understand or is not interested in at all. The daily schedule is to attend classes and do exercises according to the method specified by the teacher, and try to remember a lot of meaningless and fragmented' knowledge', and the only reason for doing so is that they may use this knowledge one day. Davis even wrote excitedly: "Our school is close to destroying the younger generation!" Compared with western developed countries, the problem of school education in China is more serious.
Based on this analysis, many teaching methods in the past, except for a few truly creative ones, failed to break away from behaviorism and the one-way instillation mode of "teacher-centered". At most, they added some interest to the content of "broadcasting" and attracted more listeners. Based on this analysis, a large number of teaching software (including courseware made by teachers) flooded the market, most of which belonged to the traditional "moving books" and still mainly supported "teaching" rather than "learning", lacking autonomy, interaction and inquiry. Traditional mandatory teaching methods usually do various articles on teaching and learning skills, while cognitive psychologist Peibert said: "Traditional mandatory teaching may also teach multiplication tables through games, but constructive teaching needs to challenge students to create and invent such games." Of course, this does not mean that the learning environment and course content do not need to be designed, but these designs must be designed to cooperate with students or help them complete themselves. Teaching is no longer a teacher "broadcasting" existing knowledge, but organizing students to rediscover and reorganize knowledge.
In the past classroom teaching, due to the restriction of traditional ideas, especially because the syllabus stipulates too many "knowledge points" that must be mastered, teachers' thinking and hands and feet are bound, so that they have to organize teaching according to the formula of "teach-accept". Today, a major change from syllabus to curriculum standard is to reduce the requirements for knowledge points, leaving more exploration space for teachers' teaching, but it also poses new challenges for teaching. How to organize students to carry out research-based learning and adapt new teaching methods to students' new learning methods is one of the challenges facing teachers at present.
Faced with the compulsory course of inquiry learning without syllabus and textbooks, while affirming the uniqueness and innovation of this course, teachers who have been used to relying on syllabus and textbooks for many years generally feel at a loss, and some even take a wait-and-see, wandering and laissez-faire attitude. After the development of research-based learning, because the channels for students to acquire knowledge are greatly expanded than before, teachers' teaching is no longer the only source of knowledge. In contrast, many teachers may show a certain gap because of their own reasons; Especially for the research on topics outside the discipline, teachers have almost no advantage in professional knowledge and lack experience in topic research.
On the other hand, this confusion and gap just shows that the development of research-based learning has brought an opportunity to change teachers' teaching methods and found a breakthrough. Inquiry learning is a "student-centered" learning activity, which contains a brand-new teaching concept and is the growing point of a new teaching model. We emphasize learning orientation and never deny the role of teachers. The first thing teachers should do is to actively organize, support and participate in students' research, and study and explore with students. Teachers should create an open problem situation for students, stimulate students' motivation to find, ask, study and solve problems, and thus enter the process of exploring knowledge; Teachers should guide students to master research methods and learning strategies, guide students to collect, process and process relevant information around special topics, and develop learning resources inside and outside the school with students, so as to answer and solve problems.
In research-based learning, teachers will be positioned as promoters, organizers, participants and instructors of students' learning activities. In this regard, schools that carry out research-based learning in advance have a deep understanding: "Teachers must first become active participants and self-explorers in research topics before they can become powerful promoters, effective organizers and brilliant guides for students' learning. As participants, teachers must often go deep into the activities of students' research groups, understand students' needs, listen to students' opinions, and let students recognize teachers' participation. In a harmonious place, teachers can have clear goals and have a real say. As explorers, teachers must improve themselves and actively adapt to the knowledge needs of new roles. Although inquiry learning cannot require teachers to become interdisciplinary generalists, teachers must have a good understanding and familiarity with the subject knowledge related to the research topic, and only with the tireless spirit of seeking can they accumulate profound literacy. As organizers and promoters, teachers must be good at organizing and coordinating, create a relaxed and harmonious activity environment, organize the activities and exchanges of research groups, help students overcome difficulties, build confidence, and maintain strong curiosity and persistent enthusiasm. As a tutor, teachers must give targeted guidance on research methods, such as the acquisition, analysis and processing of information and data, the improvement of computer use ability, the writing of project plans, conclusion reports and experimental reports, interview skills and interpersonal communication methods. "
The role change under this brand-new teaching mode requires all teachers to meet the challenge with a positive attitude, change their educational concepts, constantly update their knowledge, make themselves versatile as soon as possible, and gradually acquire interdisciplinary comprehensive ability and the ability to guide students in research. Traditional primary and secondary school teachers are usually called "teachers". As a "craftsman", he can only implement the teaching theory established by those who are not engaged in classroom teaching, and can only impart general curriculum knowledge according to the contents stipulated in the syllabus and textbooks, and judge whether some students have learned this knowledge. The rise of research-based learning challenges teachers in many aspects, among which cultivating teachers' research spirit and research ability is also an important part of role change. To guide students to carry out research, teachers should first become "researchers"; Curriculum reform needs a large number of "innovative teachers", which is synonymous with "research teachers". Only by upgrading their role from "teacher" to "research teacher" can teachers consciously and actively change their teaching methods.
A common saying is that the pressure to enter the college entrance examination still exists, not only in high schools or junior high schools, but also in primary schools. If teachers are required to change the teaching methods that have been effective for many years and turn to research-based learning, it will inevitably affect the most sensitive enrollment rate of schools. Comrades who hold this view don't realize that college entrance examination reform is also an important part of the new curriculum reform. At the National Conference on Basic Education held in 20001,Vice Premier Li Lanqing emphasized that the college entrance examination must be reformed in step with the basic education reform. The baton of college entrance examination has changed and will continue to change. Its main trends are: changing simple knowledge examination into inquiry ability, practical ability and personality performance examination; Change the division of arts and sciences into the combination of arts and sciences; Change the simple examination of problem-solving ability into independent design and innovative thinking; Change the closed campus culture into caring for society, caring for the times, caring for the world and caring for mankind. It can be seen from the changes of college entrance examination questions in recent years that there are more and more contents to assess students' research ability, and the questions in Shanghai even directly involve the topic of research learning. We will definitely feel deeply that "the college entrance examination for schools that engage in research-based learning will definitely benefit, and schools that do not engage in research-based learning will definitely suffer." In today's efforts to change teaching methods, what teachers need to study is, in order to promote the development of research-based learning, what aspects should we change our concepts? What new teaching concepts have been established? What areas of knowledge do you need to supplement? What educational information technology do you have? What research methods do you study? How to guide students to use these technologies and methods correctly and flexibly? More importantly, all teachers must attach importance to the study of "teaching method" and turn to the study of students' "learning method", so as to improve their comprehensive quality and realize professional growth while studying and exploring together with students. Teachers are often used to being managers in the classroom, and their basic function is to manage and supervise students. Herbart said: "Management is not to achieve any purpose in children's minds, but only to create an order." And this order is exactly what inquiry learning should not deliberately pursue. Teaching is not shaping, managing or controlling in essence, but communicating, interacting, guiding and helping. We must really change the feudal autocratic thought accumulated in teachers' minds, change the autocratic view of teachers and students in traditional education, and build a new type of equality, democracy and cooperation relationship of mutual respect, mutual trust and mutual understanding. The important thing is not to let students follow the teacher's feelings, but the teacher tries to understand the students' feelings and communicate with them, so that every student can raise his head to participate in inquiry learning and lead all students to success.