A good class should have a relaxed and harmonious learning atmosphere, so that students can have rich emotional experience in the process of exploration and learning. In a "straight face" class, students may have mastered the relevant knowledge and skills, but they will not be interested in learning mathematics, nor will they have the enthusiasm to actively participate. A relaxed and harmonious environment does not mean that it can only be achieved through games or vivid situations. Teachers' vivid language, friendly attitude and inspiring and creative questioning and inquiry activities can create a harmonious environment for students. For example, "Understanding large numbers", let students tell the large numbers in their lives, provide information about 10,000 people and tens of thousands of people, and let students personally count the number of tens of thousands of grains of rice. Such activities provide a harmonious atmosphere for students.

2) Pay attention to students' learning process, and let students have the opportunity to experience mathematics.

An important idea of the new curriculum is to provide students with the opportunity to "do" mathematics, so that students can experience mathematics and experience mathematics in the process of learning. Mathematics learning, especially the learning of new concepts and methods, should provide students with specific situations so that they can experience mathematics in actual operation, arrangement, analysis and exploration. For example, when you know the circle, you should give students different tools, let them choose several kinds, and draw a circle through communication and cooperation.

3) Create space and time for students to think.

Good classroom teaching should be thoughtful, and students should have more room for thinking. In the final analysis, learning is students' own business, and teachers are organizers and guides. The effect of learning ultimately depends on whether students really participate in learning activities, but whether they actively think. The teacher's responsibility is more to provide students with opportunities to think. Leave time and space for students to think. The simplest indicator is whether the teacher gives the students some time to think, at least a few seconds, instead of jumping to conclusions, to judge whether the students will, especially those problems that need to be deeply understood and creatively solved, so that the students can have some time to think.

4) A good class should be natural, productive and normal.

A class is not entirely the result, but the exchange of true feelings and wisdom between teachers and students in the class. This process has both resource generation and process state generation. This class can be called a rich class, rich in content and active in many aspects, which gives people inspiration. At the same time, a good class should be a normal class. It is not the result of many rehearsals, nor the reappearance of "textbook drama". The value of the classroom lies in producing many new things. This kind of class is called plain class. Real classes can be taken not only now, but also at any time. It is necessary to downplay open classes and take more seminars. No matter who is listening to the class, the teacher should be indifferent and only have students in mind. This class should be a class to be improved. Can't be perfect. It should be a real, unpretentious and reconfigurable class.

5) A good classroom should pay attention to students' effective learning and classroom efficiency.

Effective learning must be valuable learning, and useful learning is aimed at the problems that students generally need to solve and the ongoing learning. For example, in the review class, the teacher asked eight questions and said them together. The sixth question has just been finished, and the class is over. We found that only two or three students could not learn these questions, but the teacher had to tell the whole class from beginning to end. This phenomenon is very common, and almost all the so-called review classes are like this. It is a waste of time to complete the so-called teaching task and teaching plan without asking a targeted question about effective learning. It is conceivable whether such classroom teaching is effective.

Efficient classroom is a problem for students to actively participate in the classroom, rather than "cater to" teachers. Students dare to ask their own questions and can ask in-depth questions. Therefore, a good class is also a class to solve students' problems. When evaluating classes, it is ultimately necessary to observe whether students can ask questions and solve problems. First, it is to solve his problems, not other problems in the process. The problem is solved, which is a good class with content. In other words, a full class is a class that pays attention to students' development. An efficient classroom should pay attention to students' differences and respect the needs of different students in knowledge, ability and interest. It is necessary to design questions at different levels, types and levels in a targeted manner, so that students have the opportunity to participate in teaching activities and gain something in the learning process.

6) Use flexible methods to meet the requirements of students' deeds and contents. The choice and application of teaching methods should be based on the needs of students of different ages and levels of development, and meet different learning contents at the same time. The method of exploration and discovery is worth promoting, but not all content should be like this. The content of new teaching ideas and methods needs students to explore, but some prescribed contents can also be accepted. Activity situations designed for senior students and activities designed for junior students.

To this end, we believe that the evaluation of classroom teaching should mainly look at six indicators:

(1) Students actively participate in learning;

(2) Maintain effective interaction between teachers, students and students;

(3) study materials, time and space are fully guaranteed;

(4) Students form a real understanding of knowledge;

(5) Cultivate students' ability of self-monitoring and self-reflection;

(6) Students get positive emotional experience.

Of course, these indicators can be further refined and quantified when implemented.

The evaluation of classroom teaching depends on whether the classroom is innovative, in line with students' reality, student-centered, student-oriented, and whether new ideas, new concepts, new information and new content are allowed to enter the classroom.