Lead:? Effective classroom? It is a reflection and response to the inefficiency of classroom teaching in current education. Effective teaching means that students can make concrete progress and development after a period of teaching by teachers. Effective classroom teaching is the concept of new curriculum standard; This is a classroom teaching culture of inquiry, cooperation and dialogue. It is also a kind of value pursuit of teaching.

How to build an effective classroom? Why do you want to take this course?

In my opinion, teachers should first ask themselves when preparing lessons: Why should they answer this question correctly in this class? You must fully understand the content of the textbook and the editor's intention.

1. Have the students mastered the knowledge and skills stipulated in the textbook?

What kind of foundation students have is an important basis for teachers to prepare lessons and organize teaching. If teachers ignore the accurate analysis of students' current situation, it is easy to set a teaching starting point that is inconsistent with students' actual learning starting point. Therefore, when preparing lessons, teachers should not only analyze the arrangement system of textbooks and the age characteristics of students, but also analyze the students' real life foundation and experience level. Students are not a blank sheet of paper, and learning is not passively accepted. Once students have mastered all or most of the knowledge they have learned, teachers can design a lesson from a higher demand. On the other hand, it can appropriately reduce the learning difficulty.

2. Can students be interested in what they have learned?

Bruner said: the best stimulus to learning is interest in what you have learned. ? In order to stimulate students' interest in learning, in? Matching problem? A class can be designed according to students' psychological characteristics and make full use of the topics that students are interested in. For example, in my teaching, I introduced a new lesson on the topic that sports star Liu Xiang won the Olympic champion, telling students that Liu Xiang's good sports performance is directly related to a reasonable diet. Students are no strangers to Liu Xiang. The teacher leads to this topic, which is easy to stimulate students' interest in inquiry and arouse their life experience. Therefore, when preparing lessons, I extended from Liu Xiang's diet collocation to students' daily diet collocation, creating a learning environment for students to explore and practice, which not only stimulated students' learning motivation and desire to explore, but also gave them a successful experience physically and mentally.

3. What development can students get through this class?

This is actually a question of setting goals. Teaching goal is the starting point and destination of teaching, so it is the key to preparing lessons. The new curriculum standard emphasizes strengthening students' practical activities. So, according to the content of the textbook and the actual situation of the students, I think? Knowledge in collocation? The first lesson designed the following teaching objectives: first, through observation, hands-on operation and cooperation and communication, students can master collocation methods; Second, contact with students' real life to cultivate students' orderly thinking ability and comprehensive thinking habits; The third is to cultivate students' interest in learning mathematics and their awareness of solving practical problems with mathematical methods. The setting of these goals intuitively shows what kind of development students can get through this lesson. Teachers will not deviate from the teaching direction if they teach with these goals.

Second, thinking? How to achieve the goal?

Once the teacher understands why he wants to take this course, that is, the teaching goal of this course is clear, he can seriously think about how to achieve the goal and complete the teaching task. This is also the main project of preparing lessons.

1. What math activities are you going to carry out?

Mathematics classroom activities are not simply a process of copying knowledge to students through teachers' teaching, but a process of students' continuous mathematization based on their own life experience and practice through their own observation, attempt, reasoning, abstraction and communication. Therefore, when preparing lessons, teachers must design corresponding teaching activities around the teaching objectives, including what are the specific objectives of each activity, such as? Knowledge in collocation? In the first class, I created four kinds of activity situations in classroom teaching, namely posing, matching, doing actions and drawing. Through this diverse, layered and open learning method, I mobilized students' multiple senses, so that students can truly experience the fun of learning activities and the inspiration of mathematics, and experience the success of cooperative inquiry, thus realizing teachers' teaching methods, students' learning methods, the presentation of teaching contents and the interaction between teachers and students.

2. How do students participate in activities?

Mathematics classroom teaching process is a student-centered learning activity. Therefore, teachers must think about how to let students participate in activities when preparing lessons. This is not only a question of teaching philosophy, but also a question of practical operation. Its essence is to demonstrate the process that will happen in class in advance in the teacher's mind. If the teacher can prepare lessons? How do students participate in activities, what performances they may have in activities, and how will teachers implement teaching activities according to students' learning situation? And so on as the main points of thinking, then, can mathematics teaching really come out? Recite the teaching plan and go through the process, only to see the teacher not seeing the students? In a dilemma

The first is to preset the situation of mathematics activities, so that all students can participate. Situational presupposition directly affects students' learning mood. To this end, in? Knowledge in collocation? In the teaching of a class, I use? Is Liu Xiang's winning the championship related to scientific diet? This topic stimulates students' interest, and then leads to what dishes students like to eat, and takes these dishes reported by students as clues for the next teaching, so that students can quickly enter the best learning state.

The second is to preset different questions, so that students can think mathematically in the activities. The core of mathematics activity is to think about mathematics in the activity. Without thinking, there will be no successful classroom teaching. Therefore, when preparing lessons, teachers should fully consider what kind of questions can make students take questions to activities, what kind of questions can make students think while doing activities, and what kind of questions can make students reflect on the gains and losses of activities after activities.

Third, thinking? How to design teaching?

With the above thinking, the thinking of a class has basically taken shape. Knowledge in collocation? I think a class can be designed according to the following teaching ideas:

The first is to create situations and perceive collocation. Teachers introduce new courses on topics that students are interested in, so as to narrow the distance between teachers and students and let students feel the extensiveness and universality of collocation knowledge in life.

The second is to use the activity experience to match. Around the theme of reasonable diet, practical activities such as thinking, posing, collocation and drawing are designed, so that students can participate in the whole process of learning knowledge from beginning to end and understand the true meaning of knowledge.

In short, without the foundation of preparing lessons carefully, teachers can only fight unprepared in class, which will only make the whole class unclear, unclear, incorrect and ineffective. Therefore, in order to build an effective classroom, it is imperative to start with lesson preparation, think carefully and prepare carefully, and extend the effectiveness of lesson preparation to the classroom, so as to create a lively, interesting and effective mathematics classroom.