Task-driven teaching is a teaching method based on constructivist learning theory, which accords with inquiry teaching mode. Task-driven teaching emphasizes that the teaching of knowledge and skills should focus on completing typical "tasks". Students can learn knowledge, acquire skills and form abilities by completing tasks in meaningful "tasks" situations closely related to study, life and social practice. This teaching method advocates that teachers hide the teaching content in one or more representative tasks and take the task completion as the center of teaching activities. Students should make clear what knowledge points (new knowledge and old knowledge) are involved through the analysis and discussion of tasks, and with the help and guidance of teachers, through the active application of learning resources, in the process of independent exploration and interactive cooperation, find out the way to complete tasks, and finally realize the meaning construction through completing tasks. The basic feature of task-driven teaching is the interaction among tasks, teachers and students, that is, taking tasks as the main line, teachers as the leading factor and students as the main body.

Traditional teaching methods are based on behaviorism's "transmission-reception" teaching theory and "stimulus-response" learning theory. Its main feature is that teachers are active teachers, imparting and instilling knowledge, while students passively accept external stimuli and instill knowledge. "Task-driven method" is developed from "constructivism" teaching theory. It not only plays the leading role of teachers, but also reflects the main role of students' cognition. Form a distinct "double main mode". Its characteristic is to transform the traditional process of "passing-receiving" teaching activities. In the whole process, teachers are sometimes at the center, but not from beginning to end. Students are sometimes in a state of passing-accepting learning. But more often, with the help of teachers, I actively think and explore; Computer sometimes becomes a cognitive tool for students' autonomous learning, and these elements form an organic unity in the teaching process. Compared with traditional teaching methods, task-driven teaching method has the following characteristics:

1. It is easier for students to master the teaching content.

Task-driven teaching mode is adopted in teaching, and both teachers' teaching and students' learning revolve around how to accomplish this specific task. Teachers' teaching ideas are clear, students' learning objectives are clear, and it is easier to master the learning content.

2. Stimulate students' interest in learning and arouse their awareness of active participation. In the traditional teaching mode, the teacher is always talking and the students are always listening, which easily makes the students feel tired, and it is also easy to form the dependence psychology of waiting for the teacher to give a lecture in class. Using task-driven teaching mode, the teacher requires students to complete a specific task in each class, and students have a sense of urgency in their thoughts. In the process of the teacher's explanation, they no longer passively accept it, but consciously and purposefully follow the teacher's ideas. This kind of teaching method has completely broken the situation of "teachers are centralized". Because teachers are mainly the guidance of methods, students have more time to operate by themselves, and it is easy to realize their sense of success in exploration. This can fully stimulate students' interest in learning and arouse their enthusiasm for learning and awareness of active participation.

3. Improve students' ability to find, solve and comprehensively apply problems.

Using task-driven teaching, students' learning process revolves around a specific task, which integrates the teaching content, so that students not only learn the teaching content, but also comprehensively use it in the process of completing the task. In learning, teachers can also guide students to put forward the functions they want to achieve in real life and guide students to solve them themselves according to their own needs. For example, when it comes to EXCEL spreadsheets, some students have completed the summary of the mid-term exam results of the whole class; When talking about PowerPoint slide production, some students took the initiative to complete a "Christmas" work.

4. Cultivate students to master methods and encourage students to take the initiative to innovate.

After assigning tasks, teachers do not restrict the methods and ideas of realizing tasks, nor the form and content of finished works, leaving sufficient space for students to exert their imagination and create freely. Only in this way can students' works be rich in content, diverse in forms and not identical. Students not only master the contents and methods required by the teacher, but also can draw inferences from others and make flexible changes in many operational details. Really realize the teaching goal of "giving people fish" and encouraging students to be bold and innovative. We advocate guiding students to "learn its spirit and have a slight shape" in teaching. "God" here refers to methods and ideas; "Shape" refers to the specific operation steps.