What are the new features of the teaching model that are compatible with the new curriculum reform?

The new curriculum advocates three teaching methods: participatory, first-class and main activity.

The new curriculum emphasizes that teachers are collaborators, guides and participants in students' learning, and that the teaching process is an interactive process of interaction and common development between teachers and students. Interaction means that everyone participates, it means equal dialogue, and teachers will move from "condescending authority" to "chief among equals".

In the new curriculum, the traditional sense of teaching and learning by teachers and students will continue to give way to mutual teaching and learning between teachers and students, forming a real "learning community" with each other. Teachers will no longer only impart knowledge, but also their personal knowledge will be activated, and the proportion of new knowledge generated by teacher-student interaction will be greatly increased.

1. The "10+35" model of Shandong Dulangkou Middle School. Dulangkou's "10+35" mode, that is, teachers use 10 minutes to assign learning tasks and give guidance, and students use 35 minutes to "self-study and cooperate". The Dulangkou mode presents three characteristics, namely three-dimensional, large-capacity, and fast-paced.

The Dulangkou classroom has three modules in its structure, namely preview, presentation, and feedback.

2. The "271" model of Shandong Changle No. 2 Middle School. "271" mode, i.e. 45 minutes of class according to 2:7:

The ratio of 1 is classified as "10+30+5", which requires teachers to spend no more than 20% of their lecture time, 70% of students' self-directed learning, and the remaining 10% for the evaluation of the results of each class.

3. The "Circular Classroom" model of Shandong Yanzhou No. 1 Middle School. The "Circular Classroom" divides the class into two parts, "35+10", that is, "Presentation Preview". The first 35 minutes of the class are the results of the first 10 minutes of the previous class plus the self-preview, and the content of the preview is the content that will be shown in the next class.

4. The "self-learning exchange" model of Jiangsu Guannan Xinzhi School, Xinzhi has three levels of requirements for students' self-learning.

5. The "large unit teaching" model of Hebei Weichang Tianhui Middle School. The "large-unit teaching" model has three major characteristics: large-scale integration, large-scale migration, and large-scale integration.

Its specific manifestation is "three types, six steps, and one forum". In the "large unit teaching" model, the core is "demonstration education".

6. The overall teaching system and "124" model of Liaoning Shenyang Liren School. The overall teaching system includes three major sections: "overall integration, two case echoes, and two types and four steps".

7. The "independent open classroom" of Jiangxi Wuning Ningda Middle School. The "self-directed and open" classroom of Ningda Middle School mainly includes four modules in operation: self-learning, communication, feedback, and consolidation and expansion.

8. "Independent Classroom in the Network Environment" of Zhengzhou No. 102 Middle School in Henan Province.

9. Anhui Tongling Tongdu Bilingual School's "Five Rings Classroom".

The details are as follows:1. Late college entrance examination review course type 1: "practice - lecture (analysis) - supplement"; Course Type 2:

Examination-Evaluation-Supplement" Practice: Practice the key points, practice the norms, practice the methods, practice the ability, and practice the ideas "Practice" should select the topics and earnestly achieve the "three highlights" Highlight the typicality of the topic (the focus of teaching, the common problem solving ideas.

2. The teaching mode of lecture and evaluation class.

Self-examination and self-correction, cooperation and exchange, problem reporting, teacher allocation, sorting and consolidation. Self-examination and self-correction. The teacher corrects all the test papers, and makes a record of the typical hungry questions and the questions with concentrated errors.

Distribute answers and check against yourself. Rotten Burial quietly allows students to independently analyze the reasons for the mistakes against the answers.

3. The teaching mode of the review course: problem-driven, independent learning, key and difficult points, cooperation, knowledge combing, point and induction, classic case analysis, deepening and improvement, variant consolidation, expansion and improvement.