"The world and science and technology are advancing by leaps and bounds, the knowledge economy is on the horizon, and the competition of national strength is increasingly fierce." In particular, since the beginning of the 20th century, the modern education process has accelerated significantly. Although due to the cultural background, the traditional education is different from country to country, its teaching reform, each has its own characteristics, but in the face of the same age background and challenges and presents the following some common ground on the teaching method reform.
Focus on discussion and communication.
Modern teaching methods emphasize the communication between teachers and students in the teaching process. Such as in the United States and other western countries, although commonly used teaching method in order to develop teaching, but there is little to mark parts of the teacher's lecture unified teaching materials, and mostly is given priority to with professor's own research results and experience, in order to learn the concept of thinking skills. Students can interrupt the teacher at any time, ask questions and give opinions. Teachers also actively encourage students to ask questions and speak, and discuss with students. In addition, the teacher asked the students individual or group work by the students, according to the lecture notes, sort out relatively complete teaching notes, or project report to teachers, and copy to the students to use. Clearly this requires students to really understand the content and the issues involved.
Discussion sections are very common in American classrooms. Because the class discussion is the emphasis and difficulty in this discipline, and often is the main content of all kinds of exams, so students have to spend a lot of time and energy to prepare, can fully put into discussion. The discussion section is usually presented by the teacher to discuss topics, points and readings, and students can prepare accordingly. When discussing, students can be divided into several groups. After the teacher starts the course, the students can play different roles to participate in the discussion and talk freely. Through discussion, still can let students communicate with each other their own situation, introduce themselves by analysis and research, so that the students can inspire each other and promote each other, from the knowledge, skills training, language expression, and generalizations are fully exercise and performance. Teachers' participation in this kind of discussion is mainly about asking questions, setting up obstacles, inspiring ideas and guiding arguments instead of "holding" students. In the course of the discussion, the teacher can separate the students' opinions on the blackboard and keep track of the issues of the dispute, so that the students can reach the conclusion that all parties can accept after the argument. Before the end of the lecture, the teacher should make a brief summary, put forward his own opinion, and explain the reasons for this view for students' reference. In addition, some universities in the United States has set up a special seminar, such as grade a seminar at the Massachusetts institute of technology, Stanford university, a second-year workshop, are made by senior professors to organization, advocate students direct contact with famous professor, inspire students' interest in science and technology, to help students deal with study and life. In fact, it is a process of teaching and teaching, and the teaching style, thinking and moral character of professors will have a profound impact on students' development.
In Germany, all departments should be released to the students before the end of the semester to open the next semester seminar topics, students can voluntarily signed up for, lecture seminar on general arrangement 1-3 students are the main, the rest of the students to participate in the discussion. Through class discussion, this way of teaching, between the teachers and students, students, the communication between more closely, more active thinking, cultivate the interest of students to explore problems, self-study ability and the ability of independent thinking.
British universities have a teaching method of "independent and interactive learning". Its main content is: allow student to design study plan independently. The design of the scheme is mainly organized around "problems", such as big operation, comprehensive design, research project, etc. Scheme "project review" by the guidance of teachers, students, unit of choose and employ persons is composed of panel, it is not only the students accept help and guide the process, and promote the students to think independently, expression of meaning construction, communication, self responsible, ability training process. When conducting "autonomous and interactive learning", students can choose their own learning content, time, method and purposeful learning, which can be dispersed or collectively learned. Learn form includes both refer to the literature, such as self-study, discussion, consult experts, including investigation and practice, experiment, production, test, statistics, and using multimedia technology across time and space of network learning. This kind of teaching is a kind of open mode, autonomous, creative learning process, is advantageous to the development of students, such as communication, exchange, role transition, division of tasks, teamwork, negotiation, interpersonal communication skills such as concessions. "Independent interactive learning" required to convert the role between teachers and students, the teacher changed from "actor" to "director", from the front to the behind the scenes, as supporters of the students' learning activities, the director, organizer, facilitator. Independent and interactive learning does not exclude traditional teaching reports, experiments and discussions. Instead, students will actively use and cherish the guidance of teachers.
Attach importance to cooperative learning
Focus on the cultivation of the spirit of inquiry and innovation.
The importance of cultivating students' spirit of inquiry and innovation is the important thought of education, which is also a focus and trend of the reform of teaching methods in the world. Many colleges and universities in the United States to "scientific research" as a compulsory course for junior college students of the open, so that the students may soon be able to master the basic knowledge and method of scientific research, to lay a solid foundation for future scientific research. Teacher's homework for the students, such as written discussion summary, experiment report, etc., and emphasizes exploratory subject, object to copy others' point of view, encourage open ideas for creative study, put forward the creative point of view, and can justify. Many universities expressly provide that students who fail to get creative papers within the stipulated time can not obtain the undergraduate diploma.
In the classroom, teachers also actively encourage students to form a problem consciousness, to carry out critical thinking. Teaching students the right opinions, opinions, or proofs and making their own judgments or decisions will greatly help students to gain insight. The idea is to help students think by combining skills, such as reasoning, hypotheses, and evidence. Teachers encourage students to ask questions, especially to put forward new ideas and encourage students to exceed their teachers. For students with outstanding performance, teachers' special guidance and teachers are often provided with better learning conditions. In the experimental teaching, the use of equipment and equipment is not introduced in detail, but the students learn how to use the equipment from the instruction manual. Teachers encourage students to contact, explore, debug and use all kinds of equipment and instruments under reasonable operating conditions, instead of being afraid of problems and "poking holes". The teacher thinks only "force" the student oneself to do, the student dares to do, good at practice, really familiar, master the thing that the teaching asks. This is conducive to the cultivation of students' independent consciousness and ability, and to give full play to their creative freedom.
In many engineering schools in Japan, the relaxed and playful teaching methods that play to the creativity of students have attracted the active participation of countless students. For example, teachers often give students some probing questions: ask students to make a frame with limited corrugated paper so that they can support the student's weight without being destroyed. This kind of topic is very challenging, without any restriction, but is integrated into mechanics, material science, structure, geometry, morphology, aesthetics and so on. And students' products are often multifarious. Both the success and the failure experience the "creation" from the exploration of these problems, and learn the initial method of thinking and solving problems. In Australia, both in the college of engineering and technology college, also similar to Japan on teaching, often on training students' exploring spirit courses as a compulsory subject, teaching contents and methods are novel and chic. For example, students are required to pack a dozen eggs in a reasonable and economical way, and then drop them from a certain height, so as to ensure that the eggs are not damaged after landing. Such teaching content and methods are common in class and run throughout the teaching process.
There is a "project teaching method" used by British universities to conduct comprehensive training for students. Each project are designed and selected open topic, applied or the research topic is meaningful, there is no standard answer, students need to use integrated complex instruments, from the quantitative measurement and data acquisition, through mathematical modeling, calculation, analysis, report and so on way to complete the task. Students often welcome this kind of project, which provides them with opportunities for training, challenging and autonomous research.
individualization
A prominent feature of modern education teaching development is to emphasize the individual characteristics and cognitive characteristics of different individuals, and pay attention to teaching in accordance with their own characteristics. The education of all countries advocated the diversity of teaching methods, and believed that if the same teaching contents and methods were used to teach, the individual differences would be obliterated and individual development would be restricted. Classroom teaching in the United States is not very insist the unity of teaching content and process, but by every teacher to organize teaching independently, play to their respective teaching characteristic, teaching atmosphere is generally very casual and open. In the course of teaching, teachers attach great importance to "heuristic" teaching, "discussion" teaching and "hierarchical" teaching. The "hierarchical" teaching mainly is the teacher of the content of the teaching difficulty, requirements, guide the necessary division of on any account, according to the students, ability to learn the basis of different conditions to carry out the teaching. For example, the teacher proposes some research topics to enable students to complete the study by reading reports, summarizing the literature, synthesizing homework, research papers, experimental design, and lecture discussions. In this way, students can be taught in accordance with their aptitude, and can also guide students to develop a sense of "climbing stairs" in their study, and encourage students to work harder.
The status and role of the "individual teaching method" have been improved. In the past, the teaching methods of big classes are becoming smaller and more specialized. Japan, for example, some new teaching building of the university is showing with "individualized teaching method completely or partly replace the active exploration of in class teaching, the characteristics of the building is a small class, each class 10-15 people, so that the students and teachers can freely, more direct communication; Second, the classroom is close to the laboratory, and the teaching and experiment can be maximally restricted. Third, there are several discussion rooms where students can freely combine, discuss and express themselves.
The university of Oxford often USES a "score record" approach to individual teaching. This method requires students to design a training plan for the ability to achieve through the course learning according to their own characteristics, and design the learning progress accordingly. Under the guidance of the teacher, form the respective learning process plan and the target control checklist, each one, each is different. Students regularly record their academic performance, check the progress of implementation, and make or adjust the next learning plan and key points. The function of "score record" can provide students with learning guidance, clear learning tasks, plan learning process, feedback learning information, and adjust learning process. At the same time, it is the bridge of communication between teachers and students, so that teachers can provide more targeted guidance and help to students and further improve teaching.
Most of the above teaching methods take into account the division of labor and cooperation. Among them, cooperation is a group activity, and the division of labor is individual activity. Individual activities become an important part of the teaching process. With the use of modern teaching technology and the emergence of online school, virtual university, the teaching activities will be more rich personalized color, students can choose their own time, place, manner, according to their own learning progress to learn. It is possible for students to develop more quickly and comprehensively in knowledge, ability, interests and hobbies.
Emphasis is placed on the adoption of modern teaching techniques.
In recent years, modern teaching techniques represented by computers have begun to be widely used in schools in the United States, Britain, Canada, Japan and other developed countries. In Canada, for example, highly networked, global online courses are growing at a rate of 20 to 30 per cent a year. Many colleges and universities take the part of the classroom into multimedia studio with satellite and connection to the Internet, the network extends to every corner of the campus, lets the student contact advanced means of communication, cultivate their ability of independent access to information.
Computer system applied in the teaching process is the main way of the computer aided teaching, the CAI for short, auxiliary object are mainly students, teaching materials and all kinds of problems for the students to give direct help to the students. CAI has many software, such as teaching measurement software, auxiliary self-study software, auxiliary classroom teaching software, auxiliary experimental software, intelligence game software, etc. In addition, there are other ways to apply modern teaching techniques. In the United States, it is as a direct teaching tools such as in computer-based teaching the CBI, the computer can be used to direct teaching message to all students, guiding students' learning progress, help teacher to manage the teaching process; Second, as a student learning intelligence auxiliary tool, students can use a computer word processing system in the learning process, extension page software, interactive DVD system, database system and remote distance communication network resource collection, processing, storage and communication.
In the United States, Britain, Japan and other countries, but also wide application of computer management and teaching the CMI, CMI auxiliary object is a teacher, the computer to provide teachers and through the analysis of the collected information, help teachers to manage and guide the teaching process. The application of modern teaching technology is the direction and important sign of modern teaching development and teaching method reform. Its main advantage is: 1. To stimulate and improve students' interest in learning (to provide and solve the transition from direct perception of image thinking, intuitive thinking to abstract thinking, and overcome the boredom of learning). 2. It is helpful for students to teach in accordance with their aptitude (students can choose the teaching content according to their own level, choose the suitable exercises, and ask for computer guidance and test. The computer is one of the most adaptable and patient teachers. 3. Teaching feedback is timely. 4. Improve students' self-study ability, application ability and creative ability. 5. The reform of teaching was promoted. Mainly from class teaching to group teaching transformation; Teachers change from teaching to coaching. All students learn the same content of the teaching method to each student can choose their own learning materials and learning styles to change; The multimedia integrated teaching technology is used to expand the teaching content and communicate with the outside environment.
The teaching method of the above mentioned foreign universities is worth studying, and the teaching style, thinking and moral character of the professors will have a profound influence on the development of students. In addition, the teachers play the leading role and students' autonomous learning, inspire students' enthusiasm for learning can also be reference from the above teaching method, in order to reach the purpose of ocean is convenient, the past.
“当今世界、科学技术突飞猛进，知识经济已见端倪，国力竞争日趋激烈。”特别是进入20世纪以来，各国的现代化教育进程明显加快。尽管因各国的文化背景、教育传统有所不同，其教学改革各具特色，但面对相同的时代背景和挑战，在教学方法改革上呈现出如下一些共同点。重视讨论和交流
现代教学方法强调在教学过程中师生、生生之间的交流。如在美国等西方国家，尽管教师常用讲授法来开展教学，但教师的讲课很少有统一的教材，而大都以教授自己的研究成果和心得为主，以学习概念的思维技巧为主。学生可以随时打断教师的讲授，提出问题，发表见解。教师也积极鼓励学生提问和发言，并与学生一起探讨。另外，教师还要求学生个人独立或由学生小组合作，根据听课笔记，整理出比较完整的教学讲义或专题报告交给教师，并拷贝给同学们使用。显然这就要求学生必须把教学内容以及所涉及的问题真正搞清楚。
在美国的课堂上讨论课十分常见。由于课堂讨论是本学科的重点和难点，又往往是各类考试的主要内容，因此学生不得不花许多时间和精力去准备，也能全身心地投入讨论。讨论课一般先由教师提出讨论题目、要点、阅读书目，学生可以据此进行准备。讨论时可将学生分成若干小组，在教师作开课引导后，其余时间可由学生分别扮演不同的角色参与讨论，进行自由谈论。通过讨论，还可以让学生相互交流各自的学习情况，介绍自己的分析和研究成果，使学生能相互启发、相互促进，从知识运作、技能训练、语言表达、归纳总结等方面得到充分的锻炼和表现。教师参加学生的这种讨论也主要是提出问题、设置障碍、启发思路和引导争论而不是“抱”着学生走。在讨论过程中，教师可将学生的不同观点分列在黑板上，及时跟踪记录争论的问题，使学生通过争论后得出各方都能接受的结论。讲座结束前，教师要进行简短的总结，提出自己的看法，并说明这种看法的理由供学生参考。另外，美国的一些大学还设置有专门的研讨会，如麻省理工学院有一年级研讨会，斯坦福大学有二年级的研讨会，都是由资深教授出面组织，倡导学生与著名教授直接接触，启发学生对科学技术的兴趣，帮助学生处理学习和生活问题。实际上是一个言传身教的过程，教授们的学风、思路、道德风貌，将对学生的成长起深刻影响。
在德国，各院系在学期结束前都要向学生公布下学期所开设的讨论课题目，学生可以自愿报名参加，讲座讨论课上一般安排1-3名学生作主要发言，其余学生参加讨论。通过课堂讨论这种方式教学，使师生之间、学生之间的交流更加密切，思维更加活跃，培养了学生探究问题的兴趣、自学能力和独立思考的能力。
英国高校有一种“自主和交互式学习”的教学方法。其主要内容是：允许学生自主设计学习方案。方案设计大都以小组形式围绕“问题”展开，如大作业、综合设计、研究项目等。方案的“立项评审”由指导教师、部分学生、用人单位组成的评审小组来进行，它既是学生接受帮助和指导的过程，又是促进学生独立思考、意义构建、交流表达、自我负责、能力培养的过程。进行“自主和交互式学习”时，学生可以自行选定学习内容、时间、方式、进行有目的的学习，可分散进行或集体学习。学习形式既包括查阅文献资料、自学、讨论、请教专家等，也包括调查、实习、实验、制作、测试、统计以及利用多媒体技术进行跨时空的网络学习。这种教学是一种开放式、自主式、创造性的学习过程，有利于开发学生诸如沟通、交流、角色转换、任务分工、团队协作、磋商谈判、妥协让步等人际交流技能。“自主交互式学习”要求师生进行角色转换，教师由“演员”变为“导演”，由台前走向幕后，成为学生学习活动的支持者、指导者、组织者、促进者。自主和交互式学习并不排除传统的讲授报告，实验与讨论，相反学生将积极主动地利用和珍惜教师的指导。
重视合作学习
现代社会要求人们在进行激烈竞争的同时，又要进行广泛的合作。现代教学也愈来愈强调学生之间合作的重要性。20世纪70年代兴起于美国，目前盛行于世界各国的“合作学习法”就是一种具有“合作”特点的现代教学方法。“合作学习”不排斥竞争与个体化的活动，而是将其纳入合作学习的过程之中。学生间的合作不仅能有效地提高学习成绩，而且能有效的改变学生的学习态度，帮助学生正确认识自己和他人，培养正确的竞争观、合作观，使智力因素与非智力因素和谐发展。“合作学习”以小组活动为主，其活动特点是“组内合作，组间竞争，各尽其能”。如国外有一种交错搭接的合作学习法。它将程度参差不同的学生混合编为小组，先让各小组阅读所要学习的材料，了解内容，然后组内的每个人分得学习材料中某方面的内容，并要对这部分学习材料承担起“专家”的任务。在每个人熟悉了各自的材料后，各组接受同一材料和任务的学生再合起来组成一个话题小组，就所承担的内容进行对话。然后各自回到各人所在的小组去担任该方面内容的先生。目的是让所有成员都能接受和消化所要学的全部材料，并通过考试。考试结果标志着小组每个成员的努力，也标志着小组每个成员的整体成绩。这种教学方法会使小组每个成员不但期望自己的伙伴努力，而且自己也会加倍努力。它大大刺激了学生的学习积极性，有效地帮助师生完成教学任务。目前，美国大多数课堂教学用于小组活动的时间约占总学时的7-20％。
重视探究和创新精神的培养
重视培养学生的探究精神和创新精神是现代教育的重要思想，也是世界各国教学方法改革的一个重点和趋势。美国的许多高校把“科学研究方法”当作大学生低年级的必修课开设，以使学生入学不久就能掌握科研的基本知识和方法，为日后的科学研究打下扎实的基础。教师为学生布置的作业如写讨论总结、实验报告等，十分强调题目的探索性，反对照抄照搬他人观点，鼓励开动脑筋进行创造性研究，提出富有创意的观点，并能自圆其说。许多大学明文规定，在规定时间内完不成具有创意论文的学生，不能获取本科毕业证书。
在课堂上，教师也积极鼓励学生形成问题意识，进行批判思维。教给学生正确的观点、意见、或证据并做出自己的判断或决定，将大大有助于学生获取真知。主张用组合技巧，如推理、假设、求证等帮助学生思考。教师鼓励学生能提出问题，尤其是提出新的见解，鼓励学生超过老师。对有突出表现的学生，往往可以得到教师特殊的指导和教师为其提供的较好学习条件。在实验教学中，教师对设备、仪器的使用一般不作详细介绍，而是由学生自己从实验设备说明书中去了解掌握使用方法。教师鼓励学生在合理操作的条件下，去接触、摸索、调试和使用各种设备、仪器，而不是怕出问题、“捅漏子”。教师认为只有“逼”学生自己动手，学生才敢于动手、善于实践，真正熟悉、掌握教学所要求的东西。这十分有利于学生独立动手意识和能力的培养，同时使学生的创造自由度得到充分的发挥。
在日本的众多工程院校，宽松而带游戏性的、发挥学生创造力的教学方法吸引了无数学生的积极参与。例如教师经常给学生出些具有探索性的题目：要求学生用有限的瓦楞纸制作一个框架，使其能支撑该学生的体重而不被破坏。这类题目十分富有挑战性，没有任何限制，却融入了力学、材料学、结构学、几何学、形态学、美学等诸多知识。而学生的制品也往往五花八门。成功与失败者都从这些问题的探索中体验到了“创造”，学到思考问题、解决问题的初步方法。在澳大利亚，不管是工程学院还是工艺学院，在教学上也与日本相似，通常将有关培养学生探究精神的课程列为必修课目，教学内容和方法也不乏新颖别致。例如要求学生利用即合理又经济的方式包装一打鸡蛋后，将其从一定高度自由落下，目的是落地后鸡蛋无破损。类似这样的教学内容和方法在课堂上常见，并贯穿在整个教学过程中。
英国大学有一种“项目教学法”用来对学生进行综合训练。每个项目均是精心设计和挑选的开放式课题，是具有实际意义的应用型或研究型课题，没有标准答案，需要学生使用综合性复杂仪器，从定量化数据测量和采集人手，经过数学建模、计算、分析、报告等方式完成研究任务。学生常欢迎这种项目课题，认为给他们提供了练兵的场所、富有挑战性和自主性研究的机会。
注重个体化
现代教育教学发展的一个突出特点是更强调不同个体的个性特征和认识特点，注重因材施教。各国的教育都主张教学方式多样，认为如果只用同样的教学内容和方式来教学，就会抹杀个体差异，限制个体发展。美国的课堂教学并不十分强求教学内容和过程的统一性，而是由每个教师各自独立地组织教学，发挥各自的教学特色，教学氛围一般较为随意和开放。在教学过程中，教师十分重视采用“启发式”教学、“讨论式”教学和“分层次”教学。其中“分层次”教学主要是教师将教学的内容难度、要求高低、指导程度进行必要的划分，根据学生不同的基础、学习能力状况来实施教学。例如，教师提出一些研究专题让学生以读书报告、文献归纳、综合作业、研究论文、实验设计、讲座讨论等方式完成。这样，既可有效地实行因材施教，还可引导学生在学习中产生一种“爬楼梯”的感受，激励学生向更高一层努力。
“个别教学法”的地位与作用目前有所提高。过去一些上大课的教学方式现正趋向小而专。例如，日本有的大学新建的教学大楼就显示出用“个别化教学法替代或部分替代班级授课的积极探索，其大楼的特点一是分小班上课，每班10—15人，使学生和教师更能自由地、直接地交流；二是教室靠近实验室，授课与实验可最大限制的融洽；三是设有多个讨论室，学生可以在此自由结合、充分讨论、表现自我。”
英国牛津大学常采用一种“成绩记录”教学法来进行个别教学。该方法要求学生根据自身特点，自已设计一份希望通过课程学习实现的能力培养计划，并据此设计学习进度。在教师的指导下，形成各自的学习进程计划和目标对照检查表，每人一份，各不相同。学生定期记录学习成绩，检查实施进度，制定或调整下一步的学习计划、学习重点。“成绩记录”的作用可为学生提供学习指导，明确学习任务，规划学习过程，反馈学习信息，调整学习进程。同时，它是师生之间沟通的桥梁，使教师为学生提供更有针对性的指导和帮助，进一步改进教学。
以上教学方法大都兼顾了分工与合作两个方面。其中，合作是团体活动，分工则是个体活动。个体活动成了教学过程的重要环节。随着现代教学技术手段的采用以及网上学校、虚拟大学的出现，教学活动将更富有个性化色彩，学生可以自己选择上课时间、地点、方式，按自己的学习进度来学习。学生在知识、能力、兴趣、爱好等方面更好更快、更全面主动地发展已成为可能。
重视采用现代教学技术
近几年来，以计算机为代表的现代教学技术已开始在美、英、加、日等发达国家的学校广泛应用。例如，在加拿大的高校，高度网络化、全球网上课程正以每年20％至30％的速度增长。许多院校把部分教室改建成与卫星和因特网连接的多媒体演播室，将网络延伸到校园的各个角落，让学生广泛接触先进的通讯手段，培养他们独立获取信息资料的能力。
计算机系统应用于教学过程的主要方式是计算机辅助教学，简称CAI，辅助对象主要是学生，为学生提供教学资料和各种问题，对学生予以直接帮助。CAI的软件很多，例如教学测量软件、辅助自学软件、辅助课堂教学软件、辅助实验软件、智力游戏软件等。此外，现代教学技术的应用还有其它方式。在美国，一是作为一种直接教学工具如在以计算机为基础的教学CBI中，计算机可直接向学生传递教学信息，指导学生学习进度，帮助教师管理教学过程；二是作为学生学习时的智力辅助工具，学生在学习过程中可利用计算机文字处理系统、扩展页软件、交互式视盘系统、数据库系统及远程距离通讯网络等进行资源收集、处理、储存和交流。
在美、英、日等国家，还广泛应用计算机管理教学CMI，CMI的辅助对象是教师，即计算机向教师提供收集到的并经过分析的信息，帮助教师管理和指导教学过程。现代教学技术的应用是现代教学发展和教学方法改革的方向和重要标志。其主要优点是：1．激发和提高了学生的学习兴趣(提供和解决了由直接感觉到形象思维、直觉思维到抽象思维的过渡，克服了学习的厌烦心理)。2．有利于因材施教(学生可以按照自己的水平选学教学内容，选择难度适合的练习，并可请计算机辅导和检验。计算机是一位最能因材施教而最有耐心的教师)。3．教学反馈及时。4．提高了学生的自学能力、应用能力和创造能力。5．促进了教学改革。主要是从班级教学向小组教学转变；教师从讲授为主到辅导为主转变；全体学生学习相同内容的教学方式向每个学生都可自己选择学习材料和学习方式转变；利用多媒体综合教学技术，扩大了教学内容的传递方式，并沟通了课堂与外界环境的联系。
以上所述国外高校的教学方法是值得我们学习的，教授们的学风、思路、道德风貌，将对学生的成长起着深刻影响。另外，对发挥教师的主导作用、学生的自主学习、激发学生对学习的积极性都可以从以上的教学方法中借鉴，以达到洋为中用、古为今用的目的。
