School: Xinxu School in Qiongzhong County Name: Lin Hengshuang Date: 20 12.03 1. Classroom discipline must be well managed to improve classroom teaching effect. As we all know, the success or failure of classroom discipline management is directly related to the completion of teaching tasks and the level of teaching quality. Many rural middle school students have poor academic performance, poor study habits and poor self-discipline and want to show themselves in front of their classmates. These students often say in class that if you catch a thief, you should catch the king first, and in the process of breaking each other, you should focus on solving the key figures. Teachers should have a keen eye and find the core figures that affect the classroom order. Once they seize the opportunity, they will never be soft. Sometimes, in order to avoid conflicts, avoid or even accommodate students with management difficulties, teachers hope to achieve the purpose of shocking by managing other students. Doing so will not only have no expected effect, but will be counterproductive. Students will form the impression of bullying teachers and reduce their prestige and weight in the eyes of students. To manage classroom discipline well, teachers have to face all kinds of problem students. To manage, it is necessary to manage the most difficult and the most difficult, and to maintain more than half of the classroom discipline. In class, students behave very little, answer words, make noise, be too presumptuous and other behaviors that violate discipline. Teachers should take prompt action. But for the vast majority of students, interference is just an instant out of control, not a premeditated behavior. Teachers should carefully consider students' emotions and self-esteem, and adopt the way of innuendo to let the other party know that his behavior has been noticed by the teacher and should be corrected immediately. If you stare at him, nod to him, knock on the table in front of him, or stand beside him for a while, or ask him or the students around him to answer questions and perform on the blackboard. Send messages in subtle ways. In this way, it is easy for teachers and students to communicate and get quick results. Second, to improve the effect of classroom teaching, teachers must reflect on teaching. I think many teachers will encounter such confusion: I just told a similar example in class, so why can't students do their homework after class? As math teachers, we need to reflect on what the above reasons are. In mathematics teaching, the more examples the better? As we all know, the concept is the soul of mathematics. Examples can help students to understand the concept in a deeper level, which is also the transformation from students' cognition to application. If you only pay attention to the topic and don't guide students to reflect after solving the problem, students' learning will only stay on the surface of the example. Post-solution reflection is not only a process of summing up knowledge and refining methods, but also a process of learning lessons and gradually improving, and it is also a process of gaining hope and experience. For example, there is an example in the seventh chapter of mathematics in Book 7 of Grade 7 of People's Education Press: Can a string with a length of 18cm form an isosceles triangle with one side turned into 4cm? Why? This is a very common exercise. As long as you know the concept of isosceles triangle, you can draw a conclusion. But what our teacher needs to guide students in the teaching process is that the purpose of this question is for us to draw a conclusion, can we? If we leave this topic in a hurry to do another after reaching a conclusion, we will lose this topic and gain more and more valuable knowledge. The question can be changed to: Can a string with a length of 18cm form an isosceles triangle with a side length of 5cm? Why? Or variant: Can a string with a length of 19cm form an isosceles triangle with a side length of 4cm? Why? Or the variant is: an isosceles triangle is surrounded by a chord with a length of 18cm, so what are the ranges of the waist length and side length of the triangle? Through effective variant teaching methods, students can break the mindset, cultivate the flexibility and flexibility of thinking, and leave enough thinking space for students. Let them understand concepts in their minds. Thirdly, to improve the effect of classroom teaching, we need to create a relaxed classroom atmosphere, so that students can use their brains diligently and be good at speaking. Psychologists point out that when people are depressed, their imagination is only half or even less than usual. Therefore, only in a relaxed and democratic teaching atmosphere can students' creative thinking be brought into full play, which requires teachers to treat every student with a tolerant and friendly attitude. In mathematics classroom, teachers and students should establish friendly dialogue platforms and communication channels, so that students can feel that teachers are not the monopolist of classroom teaching content, let alone the master of classroom teaching. Not all problems can be decided at once, but we can communicate with students face to face, listen to their opinions, and give them recognition, praise or correct their opinions at the right time. Students should not only be recipients of mathematics classroom learning activities, but should fully reflect the main role, actively participate in the thinking process of a new knowledge, and learn to think independently. Einstein said that learning knowledge should be good at thinking, thinking and thinking again. First of all, in the process of thinking, teachers can give timely inspiration and teach students how to use their brains and how to think, instead of following the teacher's ideas in the teacher's thinking circle. Otherwise, students lack the habit and ability of independent thinking, which will hinder the development of students' thinking ability and weaken their dominant position. Teachers should arouse students' brains to think about the connection between old and new knowledge; Thinking in the difficulty of knowledge; Think where thinking interferes. For the results of students' thinking, teachers should encourage students to speak their minds boldly; Tell the principle of calculation; Tell the formation of the concept; Tell the derivation of the formula; Tell the way to solve the problem. Students can express their opinions. Teachers should not easily deny students' unique ideas and encourage students to be unconventional. In this way, every student can deeply understand the formation and development of knowledge, so that students can not only know what it is, but also know why it is, so as to achieve the purpose of thinking actively, orderly, profitably and creatively, thus promoting the development of students' thinking ability. Fourth, to improve the effect of classroom teaching, students must like your class. First, learn to encourage, and second, learn to be humorous. Teaching humor can enhance the sense of identity between teachers and students, shorten the psychological gap, bridge the status gap, communicate thoughts and feelings, and form a harmonious atmosphere of equal personality, empathy and common pursuit between teachers and students. For example, when talking about ordered number pairs, I asked a question. There is a handsome boy in our class. I found him, which row and which column. Can you find this handsome classmate? The students are curious, and those who want to sleep are refreshed. Taking this opportunity, I asked the students to summarize the concepts themselves. Learn to communicate again. Teachers should put down their airs and take their students to heart. Squat down and talk to the students, and walk off the platform to give lectures to the students; Care about students and try to be their favorite tutor. But when you mingle with the students, you should always remind yourself that you are their teacher after all. Pay attention to observe whether the students' words and deeds are too close to the teacher. If there is, you should deal with it immediately. Don't let students think that you are not a fierce teacher, but their friends, and forget that you are their teacher. Fifth, we should carefully give examples, do more classroom exercises and leave more time for students to practice. Teachers should carefully select examples according to the requirements of classroom teaching content, and make a comprehensive analysis according to the difficulty, structural characteristics and thinking methods of examples, instead of unilaterally pursuing the number of examples, they should pay attention to the quality of examples. According to the specific situation, the answering process can be written entirely by the teacher or partly by the students. The key is to let students participate in the explanation of examples, rather than being contracted by the teacher to fill in the students. Teachers should set aside about ten minutes to do exercises for students, think about teachers' questions or answer students' questions, and further strengthen the teaching content of this lesson. If the content of the class is relatively relaxed, students can also be guided to preview and put forward appropriate requirements to prepare for the next class. In short, in classroom teaching, to improve the effect of classroom teaching, we must first manage classroom discipline. Because good classroom discipline is an important guarantee for teachers to conduct classroom teaching. Of course, teachers should teach in reflection, students are the main body of the classroom, encourage students to actively participate, turn the classroom into a place created by teachers and students, and let every student become a participant; Let every student become a practitioner; Let every student become a researcher; Let every student become an explorer, and let the classroom really become a place where students enjoy learning and produce wonderful ideas, so that a class can really improve the effect.