Guide.
This paper introduces six innovative teaching methods: SAM instructional design model, Scamper method, POE teaching strategy, five-star teaching method, PDCA cycle method, and SQ3R learning method.
*丨Informatization teaching innovation.
SAM Instructional Design Model1. What is the SAM instructional design model? The core concept of the SAM (successive approximation model) model is the continuous proximity development model"Development-Evaluation-Lean".。The model is based on three phases: "Design", "Development" and "Evaluation". Repeat these three stages, constantly run in the course, and finally get the best course that meets the teaching objectives and can help students complete their learning tasks. This approach helps to eliminate redundant parts and allows teachers to focus on achieving their teaching objectives. 
SAM Instructional Design Model2. Steps for using the SAM instructional design modelDesign phaseIn the design phase, teachers need to clarify the purpose of teaching and translate it into effective learning goals. Teachers need to consider students' levels of learning and course content in order to create an appropriate list of learning objectives. In addition, an assessment plan is developed to detect whether students are meeting their learning objectives and to choose instructional strategies correctly. Development phaseThe goal of the development phase is to actually carry out the lesson plan on the basis of the design phase. Teachers should ask themselves questions such as, "What knowledge should students have before I start teaching?" "How do you determine if a student has the knowledge they need?" "Wait. At this stage, teachers generally design and develop instructional activities and resources that are linked to predetermined learning objectives and assessment plans. Evaluation phaseAt this stage, teachers will assess the extent to which their lesson plans have an impact on students, and this evaluation process is a two-way street. Teachers need to collect and analyse students' data and their feedback to check whether the preset goals can be achieved. After having the data, teachers should have a clear understanding of which parts need to be improved and then revise and improve them. 
Steps to use the SAM instructional design model3. Application examples of SAM modelIn order to give you a more intuitive understanding of how to use the SAM model, let's use the "binary numbers" in the math class as an example. 
Example of a SAM model.
Design phaseFirst, the target students' prior knowledge and existing skills are analyzed, and then a variety of teaching strategies are designed around the goal of "students are able to understand what binary numbers are and be able to convert decimal numbers to binary numbers", such as example demonstrations, problem-oriented, group discussions, etc. Development phaseIn this phase, the teacher will develop the instructional materials and implement the instruction according to the plan in the design phase. For example, the teacher introduces the concept of the binary number system and demonstrates how to convert decimal numbers to binary numbers. You can use PPT and ** examples, and then have students have group discussions in class, solve related problems, and participate in experiments to consolidate knowledge. Evaluation phaseTeachers evaluate students and adjust teaching strategies and content based on the results of the assessment and teaching reflection to improve students' learning effectiveness. Scamper method1. What is the Scamper method?
The Scamper method, also known as the Mercedes-Benz method, was developed by the American psychologist Robert FEberle) is an integrated thinking strategy that helps us broaden our thinking about problem solving through seven ways of thinking. The seven ways are:substitute, combine, adapt, modify, put to other uses, eliminate, reverse
2. Seven innovative ways of the Scamper method.
1) substitute
In the face of problems that need to be solved or improved items, we must first analyze the specific elements of the thing, and then think about what elements can be replaced, such as ingredients, materials, personnel, etc., even simple replacement can get good innovation results. For example, the cloth book, which is designed for children to be torn easily, uses the idea of substitution, replacing "paper" with "cloth". 
2) combine
Trying to combine the original item with other items, materials, or features can give the original item a new look, function, etc. Ice skates, for example, adopt the idea of union, combining "shoes" with "wheels".
3) adapt
What we need to consider here is whether there is a problem in the operation or use of the original thing, what is the reason for the problem, and then transform and optimize it in a targeted manner after clarifying the reason. For example, when drinking hot drinks, it is easy to cause burns, and you need to pay great attention to the water temperature, and the smart water cup can visualize the water temperature, effectively solving the problem of scalding caused by high water temperature.
4) ModifyAdjustment is to transform the original thing by adjusting the size, shape, etc. For example, a folding water cup uses folding to change the original size of the cup, which can be used at any time and is easy to carry.
5) Put to other uses
Repurposing means developing new uses of old things and applying old things elsewhere. For example, add a USB socket to the cup, and the water cup becomes a humidifier in an instant.
6) Eliminate
Removal is the subtraction of the original elements, the elimination of unnecessary functions or the removal of certain parts and materials, making them easier and more refined. For example, mobile phones for the elderly and mobile phones for children have removed the complex functions of smart phones, but are more friendly to the elderly and children.
7) Reverse
Use reverse thinking to flip certain properties of the original thing, such as swapping components, changing order, reversing up and down, etc. For example, bottom-infused beer glasses, where beer is poured into the cup from the bottom, upend the traditional way of pouring beer from the rim.
3. Application of the Scamper method in teaching
1) Look for a solution to the problemScamper's seven innovative methods provide a way to connect, reflect, and reverse to solve general problems, helping students to think outside the box and design innovative solutions to solve problems. 2) Optimize and upgrade existing items
The Scamper method is the most practical in terms of transforming and upgrading items, and students can try to use the scamper method to optimize and update an item to enhance their interest and ability to innovate.
3) Brainstorming of the thinking scaffoldScamper's seven methods also serve as scaffolds, providing more structured guidance in brainstorming, so that students can think with "scaffolding" and creative ideas can continue to emerge. POE Teaching Strategies1. What is a POE teaching strategy?Poe is an English word"predict(**observe""explain'The abbreviation of the acronym refers to the teaching strategy that guides students to think independently, discover the rules, and summarize the knowledge points through the three links of **, observation, and explanation. The core of the POE teaching strategy is "enlightening teaching", which allows students to practice and independently learn points, so as to stimulate their interest and creativity in learning, let them think and discover like scientists, and improve their learning effect. 2. Steps for using POE teaching strategiesThe PoE teaching strategy consists of the following three steps:
1）**predict）
Ask questions and ask students to answer the questions first. This session aims to arouse students' interest, but also to enable students to understand the importance of the course and the applicability of the knowledge points.
2) Observe
Through experiments or observation of phenomena, students are allowed to practice around the problem and answer the question. This session is at the core of the entire PoE teaching strategy, which allows students to practice hands-on activities to improve their thinking skills and optimize learning outcomes.
3) Explain
Let students sort out their own findings, summarize them, and form knowledge points. This session aims to enable students to have a deeper understanding of knowledge points, and also to cultivate students' thinking and summarizing skills.
3. How to use PoE strategies in teachingIn order to give you a better understanding and application of PoE teaching strategies, we will use the "Measuring the Speed of Sound Propagation" section in physics class as an example.
1）**predict）
The teacher could ask the question: "What is the speed at which sound travels?" and guide students to come up with their own ** or guess based on their own experience and knowledge. For example, some students may think that sound travels slowly because they hear a sound but see that the sound source is far away from them. But there are also students who may think that sound travels quickly because the sound they hear seems to travel to their ears instantaneously.
2) Observe
Students can conduct a series of experiments to observe the speed at which sound travels. For example, they can use a tapper to tap on a table and a timer to record the time it takes for sound to reach another student's ear. They can repeat the experiment and try to change some factors such as the distance between the tapper and the receiver, the strength of the tapper, etc., to further observe the speed of the sound propagation.
3) Explain
Students can interpret the speed of propagation of sound based on their observations. By analyzing the data, students calculate the average speed of sound propagation. Then, discuss whether this result fits their ** or guesses, and try to explain why the speed of propagation of sound is this value.
During this process, teachers can provide some guidance and feedback to help students better understand and interpret the speed at which sound travels. For example, teachers can introduce students to the concept of how sound travels and how fast it travels to help them better understand their observations. Teachers can also guide students to use charts and images to present their data and analysis, and help them better express their opinions and ideas. Five-star pedagogy1. What is the five-star teaching method?
The five-star teaching method is a teaching theory advocated by the contemporary scholar Professor Merrell, and its essence is that specific teaching tasks should be placed in a step-by-step problem-solving situation, that is, the problem should be presented first, and then the specific tasks should be taught, and then how to apply the specific knowledge learned to solve the problem or complete the overall task.
2. Steps to use the five-star teaching methodThe core proposition of the five-star teaching model is that under the teaching tenet of "focusing on problem solving", teaching should be repeated in a four-stage cycle"Activate the original knowledge", "Demonstrate and demonstrate the new knowledge", "Try to apply the exercises" and "Integrate and master".There are a total of 15 elements. The specific steps are shown in the figure.
3. How to use the five-star teaching method in teaching? In order to give you a more direct understanding of how to use the five-star method, let's take the example of "how to calculate the circumference and area of a circle" in math class. As shown in Fig.
1) Focus on the problem:With the question "How to measure the circumference and area of a circular object?" "Teaching is at the core of this question; 2) Activate Old Knowledge:Get started by reviewing the characteristics of a circular object and concepts such as diameter, radius, etc.; 3) Demonstrate new knowledge:Demonstrate and explain knowledge points, such as using formulas to calculate the circumference and area of a circle; 4) Application of new knowledge:Tutorial exercises by having students practice calculating perimeters and areas based on a round object of their choice; 5) Integration:Ask students to present their calculations and share what problems and gains they have encountered, such as which round object they chose, why they chose it, and how they calculated their perimeter and area. PDCA cycle method1. What is the PDCA cycle method?The PDCA (Plan-Do-Check-Action) cycle, also known as the "Deming Ring", is used in the process of continuous cycle improvement of quality. PDCA cycle by:Planning (P), Implementation (D), Inspection (C) and Treatment (A).The four key stages (8 key steps) go back and forth in a specific order, in which people continue to find and solve problems, and the parts that were not effectively solved in the previous cycle are optimized and solved in the next cycle. After each cycle, we can accumulate excellent experience and practices and achieve certain progress, so as to propose higher-level goals for the next stage.
The basic process of the PDCA cycle2. Teaching application of PDCA cycle methodTeaching itself is a cyclical and progressive process of continuous improvement and improvement of teaching quality, which is in line with the characteristics of PDCA cycle focusing on process management and continuous improvement of quality. According to the four stages (8 steps) of the PDCA quality cycle, classroom teaching is divided into four stages: teaching design stage, teaching implementation stage, teaching reflection stage, and teaching improvement stage. (1) Instructional design stage
1) Analysis of the current situation and determination of problems
Teachers describe the problems based on the students' homework standards, stage test scores, data analysis results in the classroom learning process, and other information, combined with the investigation of the students' individual learning situation. In doing so, the teacher needs to define the problem in terms of facts as much as possible, i.e., who-where-when-what-why-how. For example, in the study of "unary equations" in junior high school mathematics, the problem can be described as "40% of the students learned to solve the problem of 'unary equations' in the test in the previous class, but did not learn to solve practical problems by making unary equations". 2) Problem analysis and cause determination
Organize these factual problems in an intuitive form, analyze them, find the commonality of the problems, find the essence of the problems, and find the various reasons or influencing factors that affect the quality of teaching. For example, the problem described is organized and coded in the form of two-dimensional tables, and the key teaching problems that need to be solved are found, and it is found that the main reason that affects students' learning of "solving practical problems by listing one-dimensional equations" is the lack of students' thinking ability such as abstract thinking and computational thinking. 3) Cause analysis and problem breakthrough
Through the analysis of the problem, the teacher finds the root cause and finds a breakthrough for the improvement of the teaching effect. With the opportunity of regular teaching and research activities carried out by the subject group, brainstorming to find all possible solutions, and conduct an in-depth analysis of the feasibility of these proposed solutions, and finally determine the solutions that everyone agrees on. 4) Plan development, resource planning
After a lot of preliminary analysis, teachers have a deeper understanding of the learning situation, and then develop an actionable teaching plan, plan the resources that need to be used, and formulate the expected results. (2) Teaching implementation stage
Teachers implement classroom teaching according to the formulated teaching plan, and the whole process teachers need to complete two stages of teaching content, which are to make up for the teaching shortcomings of the previous class and to teach the new course. In the implementation process, teachers need to be clear about the overall time planning to ensure the smooth progress of classroom teaching. (3) Teaching reflection stage
Teachers collect data on students' learning process and outcomes for analysis, and compare the results of the analysis with the expected results, so that they can focus on the next stage of teaching if they meet the standards, and if they do not meet the standards, they need to screen out the unsolved problems to ensure the quality of the teaching. (4) Teaching improvement stage
1) Standardization and further promotion
Teachers should be good at summarizing their own effective ways of facing certain factual problems in practice, forming their own set of teaching achievements, standardizing them, and becoming a set of experience achievements that can be used for their own promotion and use in other similar teaching processes. 2) Reuse the PDCA cycle in the next improvement opportunity
By comparing the actual effect with the expected effect, the teacher can identify the unresolved problems in this cycle and transfer them to the next PDCA cycle, so as to ensure the quality of teaching at every stage. SQ3R learning method1. What is the SQ3R learning method? The SQ3R learning method was proposed by Robinson, a professor of psychology at the University of Iowa, and consists of the first letter of each learning step, specifically containing 5 steps:s-survey; q-question; r-read; r-recite (recitation); r-revise
2. The specific steps of using the SQ3R method1) SurveyFirst, quickly read the title and preface of the article, and imagine what the article is about. Then, look at the table of contents with anticipation, understand the chapters, and grasp the general structure of the article; Finally, decide on the order of reading, and read the subheadings or summaries of each chapter. In this process, you can draw the overall framework of the article with the help of the XMaster mind mapping tool, as shown in the figure below.
2) QuestionBased on the reading of the text, students can ask questions based on what they have learned in the past. For example, in the essay "Sima Guang Smashes the Cylinder", students can use the question "Who is it?" What was done? At**? Why? How? "Ask questions. 3) Read
When reading, you can read by splitting, mark the places that students find useful or do not understand, study carefully, and take notes can choose the Cornell note-taking method, and only need to write down the notes in the note area on the right when recording, and record the relevant clues and summary parts of thinking in the clues and summary areas on the left and bottom respectively, as shown in the figure below.
4) ReciteOn the basis of understanding, be able to repeat the main idea. In the process of reviewing, you can get hints about unfamiliar places through notes, until you can repeat them relatively completely. 5) Revise
Key knowledge or knowledge that you don't understand should be reviewed repeatedly, and in the process of memorization, you can memorize it according to the Ebbinghaus forgetting curve, as shown in the figure below.