As we all know, improving the effectiveness of classroom teaching is the eternal theme pursued by every teacher. The effectiveness of classroom teaching is not only a process, but also an idea. It not only pays attention to the education of knowledge, but also advocates the education of wisdom. Throughout today's Chinese classroom teaching in primary schools, teachers are often thirsty and exhausted, and students are dizzy and sleepy. On the surface, this kind of teaching takes up all the time of classroom teaching, and the teacher feels that he has tried his best, but from the perspective of students' learning effect, it is an inefficient teaching. Effective teaching is to adopt appropriate teaching methods in limited time and space, to stimulate students' enthusiasm and initiative in learning, to let students participate in the learning process, to gain a lot of truly understood and effective knowledge, and to fully cultivate and exercise students' innovative spirit and practical ability, to form good emotions, correct attitudes and values, so as to promote students' all-round development of teaching. So how can we make our classroom teaching more effective? Below I will talk about some knowledge and experience based on the collected information and my own teaching practice, and communicate with you. A deep understanding of teaching materials and students is a necessary condition to improve the effectiveness of classroom teaching. People often say that the doctor's kung fu is in the clinic and the teacher's kung fu is in the classroom. A good classroom teaching can enable students to master certain knowledge and skills in the classroom, and draw inferences from others. However, understanding the teaching materials and students is the foundation of good teaching. Only by thoroughly understanding the teaching materials, clarifying the teaching objectives, grasping the key points of the text and grasping the teaching difficulties can teachers achieve good teaching results. Clear classroom teaching objectives can effectively overcome the randomness and blindness in teaching and enhance the pertinence of teaching. Clear what is the focus of teaching, you can avoid grasping the eyebrows and beards, when to be detailed, when to be detailed, when to omit, and clarify the priorities. Grasping the difficulties of the text and designing the teaching form will not be single in solving problems, but classroom teaching will be lively, interesting and infectious. Such a class must be wonderful. On the contrary, students' thinking will be limited if they have little knowledge of the text and wish to recite a lesson with the coaching staff in their hands. How can such a class be wonderful and efficient? Therefore, we must thoroughly understand the teaching materials before teaching. In addition to thoroughly understanding the textbooks, we should also understand the students. Because students are the real masters of the classroom, whether the lessons prepared by teachers can be accepted by students is a problem that needs to be tested in practice. The difference between students' knowledge level and acceptance ability is a reality that we must accept. Dealing with the student-centered problem in class is the key to the success of classroom teaching. For example, Yu Yongzheng, a famous special-grade teacher, did not ask the students what the word "weather-beaten" means in the dictionary and how to explain it when teaching the text "My Uncle Lu Xun". He just said, "think about what kind of face that weather-beaten rickshaw driver is." After everyone has thought it over, write it out in a few words. I started with:' The rickshaw driver is only in his thirties'-'In a few minutes, the words written by the students will have the meaning of weather-beaten. From a short case, we can know that teachers' mastery of teaching materials and understanding of students truly reflect that students are the masters of learning, and students have really learned knowledge, which is efficient and concise. It is strange that students don't like this teaching method. Just now, we said that teachers should thoroughly understand the teaching materials and get to know the students before class. Does that mean that it is enough for teachers to prepare carefully before class? Of course not, because the object of effective teaching that teachers want to achieve is students, so it is not enough to rely solely on teachers' unilateral preparation. Students should also prepare, and students' preparation is preview. Pre-class preparation is very important, so it is an important prerequisite to improve the effectiveness of classroom teaching to do a good job of pre-class preparation for students. Second, doing a good job of students' preview before class is an important prerequisite to improve the effectiveness of classroom teaching. As all teachers know, preview is the preview of students before the teacher speaks and reads the text. It is an important part of students' self-study. The preview effect directly affects the efficiency and quality of classroom teaching. Therefore, teachers should and must ask students to preview the text before class. Of course, we usually arrange for students to preview the text, but the effect is not ideal. I had this experience: when checking students' preview, I found that some students still didn't know the new words and couldn't understand the sentences ... In this case, I was very angry and often criticized the students, accusing them of their incorrect attitude and inadequate preview. But calm down and reflect, are our requirements in place? Is that clear? Yes, we didn't preview anything for the students, how to preview it, make clear the requirements, and didn't give them enough guidance. In other words, students simply don't know what to do to preview in place. Therefore, when arranging students to preview the text, teachers must put forward clear requirements, such as: 1, read the text more and read it correctly, 2, look up the dictionary, check the information or mark it so as to answer in class; Think about what you have learned by reading the text. If you don't understand, make a mark and so on. If students can prepare well before class as required, teachers can better grasp the key points, solve difficulties and improve learning efficiency in classroom teaching. If students persist in preview for a long time, they can also develop good self-study habits, gradually improve their self-study ability, lay a good foundation for future study, and achieve the teaching goal of getting twice the result with half the effort. Strengthening listening, speaking, reading and writing training is the basic way to improve the effectiveness of classroom teaching. Teachers all know that classroom training mainly trains students' Chinese knowledge and skills through listening, speaking, reading and writing, thus improving students' Chinese literacy. Designing and applying listening, speaking, reading and writing training can not only improve students' language expression ability, but also promote students' initiative in learning. Let's start with listening training. In classroom teaching, teachers can stimulate emotions and cultivate interest by letting students listen to music reading, listening to tape reading and listening to teachers' demonstration reading. For example, after teaching "A Night's Work", introduce the lesson "Ten Miles of Prime Minister" to students and read it aloud to them with music, so that students can be brought into the artistic conception of the text and have a spiritual fit with the author, so as to better understand the content of the text and deeply understand that the Prime Minister has devoted his life to the people, so that the touching theme of "Prime Minister for the people and people love the Prime Minister" will be true. The second is training. Teachers can design "guiding" questions according to the actual situation, so that students can think on the basis of reading. Then, let the deskmate, group discussion, or class report, or let students ask questions and solve problems, so that students can think more actively and talk more. In this way, first, cultivate students' ability to think, analyze, solve problems, express orally and unite and cooperate; Secondly, through the exchange and feedback of teaching information, teachers can find out the problems and difficulties in students' learning in time, and then carry out targeted "guidance" to promote the virtuous circle of students' cognition, so that students can acquire new knowledge in the "zone of recent development". There are many forms of oral English training, and students' thinking ability can be trained by watching topics and talking about topics. Look at the illustrations to explain the meaning and cultivate students' ability to observe things and express orally; Learn words and sentences to cultivate students' language use ability; Read sentences and say content to cultivate students' analytical ability; Taste and tell jokes to cultivate students' generalization ability; Grasp the center, talk about experience, and cultivate students' ability to express their feelings in language. Followed by reading training. The new curriculum standard attaches great importance to reading, and both the overall goal and the stage goal emphasize the importance of reading. "Read it a hundred times and you will understand what you mean." The essence of reading teaching is the process of reading guidance. There are many forms of reading. Teachers can choose the timing and form of reading according to the content of teaching materials, teaching objectives and the needs of short and intensive lectures, instead of reading for the sake of reading and becoming a mere formality. Finally, talk about the training of writing. As long as we casually open Chinese textbooks, we can find that many after-school exercises are related to writing. For example, reading, writing, dictation, dictation, sentence making, pen practice and so on. Teachers must not simply use lectures instead, but should let "writing" enter the classroom and let students write in class, what they see, what they hear and what they feel. Strengthen the accumulation and application of language, and make full use of the practice of "writing" to consolidate memory. Fourthly, refining classroom teaching language is an important means to improve the effectiveness of classroom teaching. Practice has proved that the simpler the teaching language, the more conducive it is to maintaining students' interest in listening to lectures and the higher the classroom efficiency. (1) Carefully preset questions. The same question, if the method of asking questions is not appropriate, will affect the quality of students' answers on the one hand, and the speed of students' answers on the other hand, thus affecting the effective teaching time of the whole class. For example, when we are teaching the article "Bird's Paradise", if we ask "What's good about bird's paradise?" This kind of question, because the field is too wide, the students are at a loss and don't know how to answer it. But if we put it another way: "Bird's paradise appears four times in the text, why are some places quoted and some places not quoted?" The focus of such a question is on the difference between "whether there are quotation marks", and the direction is relatively clear. The goal of thinking is relatively concentrated, and the process of inquiry has specific fulcrums, which naturally improves the enthusiasm and effectiveness of inquiry. It can be seen that carefully presetting questions before class can make classroom teaching get twice the result with half the effort. (2) Compressing and tempering the teaching language. The new curriculum advocates students as the main body and actively advocates independent, cooperative and inquiry learning methods. This does not mean that traditional teachers should not be taught. Under the guidance of new ideas, teaching methods still occupy an important position in classroom teaching. The problem is how to make the teaching language play its greatest role as a teacher, make students concentrate, speak less, and squeeze out time to speak to students. Therefore, teachers must strengthen the training of basic language skills and strive to make the teaching language concise and not verbose. This time, I went to Xi 'an to attend a class, and this feeling was even stronger. From June165438+1October 17 to June 18, I was fortunate to watch the first primary school Chinese classroom teaching innovation evaluation competition in Shaanxi Province 12 class. 12 After class, we deeply felt that the basic skills of these teachers are so solid, and the classroom teaching language is vivid, inspirational, energetic and passionate. Among them, I was deeply impressed by the ancient poem "One garden is not worth it" taught by Liang Juan from Zhongshan Street Central Primary School in Sanyuan County, Xianyang City. Teacher Liang's flowing classroom is refreshing. The classroom structure is interlocking, students learn easily, master knowledge well, and the teacher guides them in place, so they are calm and amiable. All these are attributed to Mr. Liang's solid language skills, accurate wording and vivid language. In addition to learning new words in the text, students seem to have learned a lot of Chinese knowledge from the teacher's language, including the use of words and ways of language expression. At the same time, the teacher's infectious language can arouse students' strong desire for knowledge. I think this must be the result of his usual accumulation, so we should also practice our basic skills and hone our teaching language, so that we can make ourselves better. (3) Use evaluation words skillfully. A simple sentence or two can always stimulate students' endless interest in learning, and its role can be either inspiring, appreciating, respecting or expecting. For example, in the peanut class, after listening to the students' reading aloud, Teacher Sun Quansheng made such a clever evaluation, which I still remember vividly. He said, "It's very good to listen to the students read aloud. I remember the words of the ancients: learning is expensive and doubtful. Small doubts and small progress, big doubts and big progress. No pen and ink, no reading. Pick up the pen, make a mark if you don't understand, and put a question mark. Let's see who asks the biggest questions, who asks the loudest questions and who asks the most questions. ".In this way, one or two concise sentences can stimulate students' endless interest in learning, and its role is self-evident. Also in the process of Ann's class, I was deeply impressed by the lesson "Adventures of Little Rice Seedlings" taught by Mr. Yu from Chengguan Primary School in Zhen 'an County, Shangluo City. Her skill and ability to deal with classroom accidents flexibly is perfect. I remember that there was a link in the class at that time when teachers and students cooperated to perform weeds to snatch the nutrition of small rice seedlings. The teacher beat small rice seedlings and six or seven children beat weeds. When grabbing nutrition, it was embarrassing for "weeds" to scratch on the teacher, but Teacher Yu did not mess around, but immediately reminded the children "Where should nutrition be?" The children immediately bent down and grabbed the ground around the "small rice seedlings" to push the live performance to a climax. After that, Teacher Yu asked, "Who has a problem?" The children said "Don't ask questions" in unison. At this time, Mr. Yu said a very classic transitional language. She said: "No problem is extraordinary, and it is normal to have problems." Teacher Yu said so humorously. Simple words, clever transition, lead to the back of the preset questions, its classroom adaptability can be seen! 5. Giving students enough thinking time is the key to improve the effectiveness of classroom teaching. As a Chinese teacher, we all seem to have had such an experience: the teacher is passionate in class and asks exquisite questions, but the students' reaction is like a stagnant pool. Therefore, some Chinese teachers often lament that "Chinese class is really not good"; However, a few years ago, some critics in the society put forward the argument that "Teacher China confused people with children". They think that Chinese teachers occupy the Chinese classroom, direct and perform monologues, and write unfathomable articles that students can understand. The Chinese teacher is so thankless. What's the matter? Let's wait and plead for ourselves, because pleading can't solve the problem; We might as well calm down and reflect deeply. Maybe we can really find a solution to the problem. As a Chinese teacher, we might as well make an analysis of the characteristics of Chinese subject first: in terms of its nature, Chinese is a subject that pays equal attention to emotion and instrumentality; As far as its content is concerned, Chinese includes listening, speaking, reading and writing. Therefore, when designing a Chinese classroom, students should be given enough space for emotional appreciation and enough time for listening, speaking, reading and writing. Many Chinese teachers don't know enough about this. They always think that students' understanding ability is limited, so they spend a lot of time talking with students about their standard answers and ask them to take notes word for word. In this way, Chinese teachers become broadcasting machines and students become writing machines. How can students not feel bored in such a classroom? How can such a teacher not be considered a "mistaken child"? In fact, the improvement of Chinese ability depends more on full comprehension and training! The ancients said that "a master is just a guide", and modern educational theory also thinks that students are the masters of the classroom. Theories at all times and all over the world have one thing in common: teachers guide the learning direction and students are the main body of learning. Therefore, we can give a metaphor to the Chinese classroom: students are the masters of the classroom, and teachers are just guests invited by them to participate in Chinese learning activities; Students are the main body of Chinese learning activities, and teachers are only the hosts to maintain students' learning order. According to the above analysis, it is not difficult for us to find a way for Chinese teachers to liberate themselves, that is, to leave enough space and time for students to think, and also to give them a space for independent reading and thinking, so that students can thrive in this vast and charming garden of Chinese, and Chinese teachers can also get out of the quagmire of self-directed monologues and get rid of the crime of misleading children. In short, improving the effectiveness of Chinese classroom teaching is a long-term and often new topic, and there are many problems that need to be studied and discussed, which cannot be covered in a few words. However, as long as we have students in mind, methods in mind, and art in teaching, we believe that our Chinese teaching will be effective.