With the continuous progress of society, the requirements for teachers are getting higher and higher, and the old educational concept has not adapted to the needs of society, which requires our educational concept to be further updated and puts forward new requirements for teachers' classroom teaching.

First, the "mutual help between teachers and friends, group cooperation" classroom model and its basis

Mr. Tao Xingzhi, a famous educator, once pointed out that "a good teacher is not teaching, not teaching students, but teaching students to learn." The ultimate goal of education lies in students' autonomous learning and self-motivation. "Designing teaching for students' learning is to change from paying attention to how teachers teach to paying attention to how students learn. We should not only consider the convenience, excitement and comfort of teachers' teaching, but also focus on learning and learners and promote learning through teaching.

At present, the classroom teaching mode we adopt is called "mutual assistance between teachers and friends and group cooperation". This model mainly divides the whole class into several study groups, with 9 people in each group and 3 people in each row. Three students in each row are numbered as A, B and C respectively according to their comprehensive qualities, among which B is the master, A and C are the schoolmates, and one of the three Bs is the group leader. A teacher and two classmates help them with their studies.

The implementation of this teaching mode is based on the thinking of students' cognitive development, the implementation of the teaching concept of "learning to promote teaching", and the promotion of students' autonomous learning and cooperative learning. Emphasize "learning before teaching", attach importance to the implementation of "preview link", emphasize "student-student mutual assistance", turn students' differences into teaching resources, let excellent students be teachers, and help students who have difficulties in learning and need help. "Mutual Assistance between Teachers and Friends" has also formulated five stresses and five don't stresses, that is, students don't talk about what they already know, what they can understand, what they can talk about through reading, and what they can talk about through simple discussion and conclusive language; The "five stresses" means that when students don't fully understand, teachers give supplementary explanations; When students make mistakes, the teacher corrects and explains them; After the teacher asked the students to answer, the teacher commented and explained; After the students answer questions involving several aspects, the teacher summarizes and explains them; Let the students draw inferences from in-class to out-of-class, and the teacher will give an extended explanation.

Second, the structure and characteristics of the classroom model of "mutual assistance between teachers and friends and group cooperation"

The classroom model of "mutual assistance between teachers and friends and group cooperation" is mainly divided into three parts:

1. autonomous learning section. This part takes about 15 minutes, mainly for students' autonomous learning time. The teacher will print out the tutoring plan prepared before class and send it to each study group, or demonstrate it through the whiteboard. According to the teacher's guidance plan, each group of students understand the learning objectives of this lesson, preview new knowledge, find out the important and difficult points, and answer questions among the group members. Teachers' patrol guidance.

2. Classroom demonstration. It takes about 15 minutes, which is the stage to show students' learning achievements. The teacher will ask different group members and report the learning results of his group to the whole class. Other groups will evaluate and the teacher will make the final evaluation. For groups or individuals who perform well in class, our school adopts the evaluation table scoring system to stimulate students' enthusiasm for classroom learning. The teacher will tell the students about their sexual problems in detail and briefly.

3. The feedback part of the classroom test. It takes about 10 minutes, which is the time to consolidate what students have learned and test their mastery. According to the exercises compiled in the teacher's guidance plan, students perform feedback exercises, students explain, and teachers comment and summarize.

This classroom model requires teachers to prepare lessons, grind lessons, prepare lessons twice and reflect after class. Teachers in each teaching and research group should combine their own lessons, attend lectures and discuss lessons, and conduct sincere comments and exchanges. They should not only praise the advantages, but also point out the shortcomings and propose improvement measures.

Third, the focus and requirements of the classroom model of "mutual assistance between teachers and friends and group cooperation"

The focus of "mutual help between teachers and friends and group cooperation" is actually students' active learning. So how to make students change from passive learning to autonomous learning in teaching?

First of all, let students have the psychological need of "I want to learn". Initiative is the basic quality of autonomous learning, which corresponds to the passivity of others' learning. Both of them are manifested as "I want to learn" and "I want to learn" in students' learning activities. "Want me to learn" is based on external encouragement and compulsion, while "I want to learn" is based on students' internal learning needs. How to make students have this inner need of "I want to learn"? One is to stimulate students' interest in learning. For him, learning is not a burden, but a pleasure. The second is to let students establish a sense of responsibility. Transfer the responsibility of learning from teachers to students, organically link learning with one's own life, life, growth and development, and consciously shoulder the responsibility of learning.

Secondly, we should cultivate students' psychological consciousness of "I can learn". Except for special reasons, every student has strong potential and obvious autonomous learning ability. Moreover, every student has independent requirements and a desire to express his independent learning ability. What we need to do now is to promote students' active learning and cultivate students' autonomous learning ability under the leadership of the team leader and the master. And in this process, the psychological consciousness of "I can learn" is constantly strengthened.

Third, we should cultivate students' ability and character of "I can learn". How do students learn to learn? This requires us to take the cultivation of students' innovative spirit and practical ability as the main purpose in teaching, change the traditional mode of "listening in class-reviewing after class", highlight the cognitive activities such as discovery, exploration and research in the learning process, and make the learning process more a process for students to discover, ask and solve problems. "Mutual assistance between teachers and friends" has changed the role of students, and also changed the single passive learning mode of memory, acceptance and imitation, which embodies the learning mode of autonomy, cooperation and inquiry. Guide students to actively participate, practice, think independently and explore cooperatively, and cultivate students' abilities of collecting and processing information, acquiring new knowledge, analyzing and solving problems, and communicating and cooperating.