教师在教学过程中总是会存在一个困惑，那就是如何提高课堂教学质量，为此衍生了各式各样的教学模式。因为每个班级学生的学习水平参差不齐，教师在教学中会以中等生学习情况作为主要参照标准，导致基础薄弱的学生对课堂知识的掌握得不好。为此，本研究主要是探索如何提高基础薄弱的学生对课堂知识掌握水平。

本文分为六部分。第一部分阐述研究问题的内容和方法。第二部分为文献综述，分析布鲁姆的掌握学习理论和学习金字塔理论的相关文献，以及大量国内外有关教学模式的文献。第三部分为该“堂堂清”教学模式的理论依据。第四部分为“堂堂清”教学模式的概述，包括概念的解析以及该教学模式的构建过程，并且给出示范的教案以及与常规教案及其对比分析。第五部分为教学实验，以及对实验数据进行分析总结。第六部分为本研究的结论和反思。

本研究根据对布鲁姆掌握学习理论以及学习金字塔理论的理解，尝试建立一种贯穿课堂中与课堂后的教学模式，通过该教学模式帮助基础薄弱生掌握基础知识和基本技能。该教学模式主要包括以下九个环节：情境引入-形成问题-学生探究-归纳总结-新知应用-当堂测试-反馈-矫正-讲授提高。其中，前七个环节为课堂中环节，后两个环节为课堂后环节。而本研究主要创新点在于课堂后的两个环节（矫正-讲授提高），用这两个环节代替常规教学模式的“课后作业”环节。

本研究主要通过实验的方法进行探究。该实验分为实验前、实验中以及实验后三个阶段，实验前基础薄弱的学生学业成绩较低，实验中应用“堂堂清”教学模式，他们的学业成绩有所提升，实验后在常规模式下他们的学业成绩又处于较低水平。通过实验班级实验前中后的纵向对比得出结论;新模式的最后两个环节相比常规模式的课后作业环节更能帮助基础薄弱的学生掌握基本知识和基本技能。

There is always a confusion in the teaching process, that is, how to improve the quality of classroom teaching, so a variety of teaching models are derived.Because the learning level of students in each class is uneven, the teachers will take the learning status of middle school students as the main reference standard in teaching, which leads to the poor grasp of classroom knowledge of students with weak foundation.Therefore, this study is mainly to explore how to improve students' mastery of classroom knowledge.

This paper is divided into five parts.The first part describes the content and method of the research problem.The second part is a literature review, which analyzes the relevant literature of bloom's mastery of learning theory and learning pyramid theory, as well as a large number of domestic and foreign literatures related to teaching models.The third part is the theoretical basis of this teaching mode.The fourth part is an overview of the teaching model of "tangtangqing", including the analysis of the concept and the construction process of the teaching model, as well as the demonstration of the teaching plan and the comparative analysis with the conventional teaching plan.The fifth part is the teaching experiment and the analysis and summary of the experimental data.

Based on the understanding of bloom's mastery of learning theory and learning pyramid theory, this study attempts to establish a teaching model throughout the classroom and after the classroom.This teaching mode mainly includes the following nine links: situation introduction - problem formation - student exploration - summary - application of new knowledge - in-class test - feedback - correction - teaching improvement.Among them, the first seven links are the in-class links, and the last two links are the after-class links.The main innovation of this research lies in the two links after class (correction - teaching improvement), which replace the "homework" link in the conventional teaching mode.

This study is mainly conducted through experimental methods.The experiment was divided into three stages: pre-experiment, in-experiment and post-experiment. Students with weak foundation before the experiment had low academic performance. When the "clean classroom" teaching model was applied in the experiment, their academic performance was improved.The conclusion is drawn through the longitudinal comparison of the experimental class before, during and after the experiment.The last two links of the new model can help students with weak foundation to master knowledge and use knowledge better than the regular ones.