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At present, the promotion of the new curriculum has entered a critical stage and a deepening stage, which also puts forward higher requirements for training. Training should keep pace with the times, not only the training content should reflect the latest development of new courses, but also the training methods should make full use of the advantages of the network. Only in this way can the training work achieve good results, which is also the background motivation for me to write this book.

Focusing on the hot and difficult issues in the current classroom teaching reform, this book is divided into five themes: teaching effectiveness, teaching generation, three-dimensional goals, teaching situation and teaching relationship. It is discussed and analyzed in a simple way from the perspective of combining cases with ideas and combining practice with theory, so as to provide targeted and convincing answers to the puzzles encountered by teachers in implementing the new curriculum.

The establishment of the five themes of this book was determined after many discussions by the editorial board and extensive consultation with front-line teachers. Professor Liu Jian and Dean Jiang Dunjie put forward specific requirements for writing: accurate questions, vivid cases, low starting point, clear views and concise explanations. In short, there should be front-line teachers in their hearts, writing for them, thinking about what they think, worrying about what they are anxious, and making them feel real and useful. This is a writing that changes roles. To this end, whether it is the presentation and analysis of problems and viewpoints, or the collection and screening of cases and materials, I have discussed with teaching and research personnel and front-line teachers. I asked them to read the first draft of each topic and put forward suggestions for revision. This book was completed in this interactive process.

The writing of this book strives to objectively reflect the progress and achievements made in the new curriculum teaching reform and truly expose the problems and misunderstandings existing in the new curriculum teaching reform. Of course, the most important thing is to explore the direction, strategy and mechanism of deepening the new curriculum teaching reform.

In the process of writing, this book refers to and quotes a large number of related research results of peers, especially the articles of other authors directly attached to each topic. These articles are meaningful supplements and extensions to the text and are worth reading. Here, we would like to express our deep gratitude to our colleagues.

The effectiveness of the first question teaching in classroom teaching

At present, the biggest challenge of curriculum reform to classroom teaching is inefficiency and ineffectiveness. Generally speaking, the classroom teaching reform has made solid progress towards the concept and direction of the new curriculum, and has made substantial progress. However, due to the lack of understanding of the new curriculum concept and the lack of necessary experience and ability of the implementers, the classroom teaching reform has also become formal and inefficient. It can be said that improving the effectiveness of classroom teaching is the key and fundamental requirement for deepening the current curriculum reform.

What exactly does teaching effectiveness mean?

Let's start with a metaphor about effectiveness: the competition between enterprises is like crossing a cornfield. So, what is better than walking through a cornfield?

The first crossing is faster than anyone else;

The second one is better than breaking corn in the process of hybridization to see who breaks more in the end;

The third is that in this process, corn leaves may scratch the skin and cross over to see who has fewer wounds.

This is what enterprises usually call speed, income and safety. Mature entrepreneurs know that speed, income and safety must be considered comprehensively and must be considered as a whole.

Speed, benefit and safety are also three elements that must be considered in effective teaching: speed can be regarded as learning time (length)-investment; Income can be regarded as learning achievement (harvest)-output; Safety can be regarded as learning experience (bitterness and joy)-experience. It can be said that time, result and experience are three indicators to consider students' effective learning.

Learning time refers to the time spent learning a specific content, that is, learning efficiency, that is, learning speed. Obviously, the faster the learning speed, the less time it takes to learn a specific content, and the higher the efficiency. To save study time and improve study efficiency, first of all, it is required to spend time on study, and classroom teaching should not waste time on non-study; Second, we should improve the learning quality per unit time.

Learning achievement refers to the changes, progress and achievements made by students after learning. This is the core index of effectiveness, and it is also what we usually call effectiveness. Every class should give students a real sense of learning gain, which is manifested as: from ignorance to understanding, from knowing less to knowing more, never having a meeting, and never changing and improving. Learning achievements are not only manifested in double basics, but also in intelligence, especially the mastery of learning methods and the development of thinking mode.

Learning experience refers to students' learning experience, that is, psychological experience accompanying or arising from learning activities. This is a dimension neglected by traditional teaching considering effectiveness. Confucius said: Knowing is better than being kind, and being kind is better than being happy. The teaching process should become students' happy emotional life and positive emotional experience. Are students cheerful or indifferent, happy or sad in class? With the acquisition of subject knowledge, is the attitude of students towards subject learning more and more positive or more negative? Are students' studies and self-confidence stronger or weaker? This is the learning experience we emphasize, which is the soul of effectiveness, and students' growing love for learning is the internal guarantee of learning effectiveness.

Obviously, these three indicators are interrelated and mutually restricted, and they have inherent unity. Learning time is the premise, and investing a certain amount of time and improving learning efficiency are the basis for increasing learning results and strengthening learning experience (positive); Academic performance is the key. Academic progress and academic ability can not only promote the improvement of learning efficiency, but also enhance students' positive learning experience. Learning experience is the soul. Positive experience and attitude will make students happy to learn and improve the efficiency and effect of learning. In fact, the learning experience itself is also an important learning achievement. In short, these three factors must be considered comprehensively in order to consider the effectiveness of students' learning. Improving learning efficiency, enhancing learning effect and strengthening learning experience (positive) are the direction and goal of learning effectiveness.

From the teacher's point of view, effective teaching refers to the teaching that promotes students' learning, which is embodied in the following two aspects: first, direct promotion, that is, through teachers' teaching, students can learn more, faster, better and deeper; The second is indirect promotion, that is, through the teacher's teaching, students can learn to learn, master learning methods, improve their learning ability, and achieve the goal of not teaching! Direct promotion is immediate and can appear immediately; Indirect promotion focuses on the long term. Relatively speaking, the former is short-term and the latter is long-term, and these two effects should be considered at the same time. Invalid teaching refers to teaching that hinders students' learning, and it also has two forms: first, teachers' irrelevant, indifferent and boring teaching turns students' learning off, thus losing their interest and enthusiasm for learning; The second is concealment. Teachers teach students textbook knowledge that can be understood through reading. This kind of teaching deprives students of the opportunity of autonomous learning, which hinders the development of students' learning ability and enthusiasm. The so-called teaching that hinders students' learning is a terrible misunderstanding.

From the perspective of pedagogy, effectiveness refers to students' development through classroom teaching, so what does development mean? What kind of development concept does the new curriculum advocate?

First of all, as far as its connotation is concerned, development refers to the integration of knowledge, skills, processes and methods with the three-dimensional goals of emotion, attitude and values. In other words, relative to the overall goal of human development, the goal of any dimension can not be separated from the whole and provide high-quality services alone, and the real development can not be achieved without the goal of any dimension. Among them, the goal of knowledge and skills can only be achieved in the process of learners' active reflection, bold criticism and practical application. Only when learners reflect, criticize and apply their knowledge and skills can their emotional attitudes and values be improved. Processes and methods can only reflect their own value if learners are motivated by positive emotional attitudes and values and apply knowledge and skills. In short, human development is the integration of three-dimensional goals, and the lack of any one dimension will damage development, but this does not mean that the contributions of the three dimensions to human development are equivalent. Therefore, the teaching focusing on human development should focus on the particularity of each subject and the original foundation of students. As far as teaching is concerned, on the one hand, we should pay attention to excavating the knowledge, skills, processes, methods, emotions, attitudes and values contained in subject textbooks (static, frozen and * * *), on the other hand, we should pay attention to developing the knowledge, skills, processes, methods, emotions, attitudes and values generated in classroom teaching (dynamic, mobile and individual).

Second, as far as its level is concerned, development includes existing development areas and recent development areas.

Vygotsky (1896- 1934), a famous psychologist in the former Soviet Union, put forward the theory of "zone of proximal development", that is, the idea of children's development possibility, which comes down to the conclusion that "teaching should precede development". As for the way in which teaching plays a role in children's development, Vygotsky introduced the principle of distinguishing two levels of children's development and revealed a clear concept. The first level is the current level of development, which is formed by the results of completed development procedures, showing that children can solve intellectual tasks independently. Vygotsky called the second level the zone of recent development. Recent development zones show that those that are still in the forming state and just mature are in progress. This level shows that children can't solve tasks independently, but with the help of adults, they can solve these tasks through imitation in group activities. Children cooperate today and do it independently tomorrow. China also has excellent experience of "jumping to pick fruit" in traditional teaching. Practice has proved that only teaching in the nearest development zone can promote students' development, while teaching in the current development zone can only hinder students' development. The process of development is the process of constantly transforming the recent development area into the existing development area, that is, the process of transforming the unknown into the known, the impossible into the opportunity and the impossible into the energy. The new curriculum advocates autonomy, cooperation and inquiry learning, which is a virtuous circle to promote the development of two levels.

Third, in terms of its form, development has "internal development" and "external development".

Internal development is a kind of development marked by appreciation, judgment and criticism of knowledge; External development is marked by the pursuit of memory, mastery, understanding and application of knowledge. Simply put, internal development is intellectual development; External development is the development of knowledge. These two developments are both related and relatively independent. Traditional teaching excessively pursues external development, which leads to the damage of internal development. The new curriculum advocates internal development. Therefore, in the orientation of teaching tasks and objectives, we should emphasize the cultivation of students' awareness of doubt, criticism and inquiry through the study of curriculum knowledge, so that they can understand that knowledge is always progressive from an early age, and there is no knowledge that needs to be questioned and developed, and new ideas, new methods and new methods are needed.

Fourth, as far as its mechanism is concerned, development has presupposed development and generated development.

The so-called preset development refers to foreseeable development, that is, the unknown is deduced from the known and the future development is deduced from the existing experience; The so-called generative development refers to unpredictable development, that is, this development cannot be deduced by logic. In teaching, it is often manifested as "enlightenment", "carefree" and "winning my heart"; Its characteristics are "beating heart", "thinking", "mixed feelings" and "wonderful"; It is manifested in the * * * sound of the mind and the * * * vibration of thinking; It is characterized by inner clarity and bright vision. The new curriculum emphasizes both presupposed development and generated development.

Fifth, as far as its time is concerned, development has immediate development and lifelong development. The so-called immediate effect refers to immediate development, requiring immediate effect, focusing on measurability and quantification; The so-called lifelong development refers to the future-oriented development, focusing on sustainability and paying attention to the stamina and potential of development. Obviously, the immediate development focuses on the short-term effect of teaching, while the long-term development focuses on the long-term effect of teaching.

Sixth, as far as development is concerned, there are both student development and teacher development. The effectiveness of classroom teaching under the background of new curriculum should not only enable students to learn knowledge and skills that are beneficial to their own development, but also enable students to acquire values and learning methods that will affect their future development. Moreover, teachers should pay attention to creative initiative in the classroom and fully develop their own teaching personality according to their own personality, students' needs and social development, which is the purpose of classroom teaching effectiveness under the background of new curriculum.

It can be said that the above six aspects are the professional dimensions of our new curriculum to investigate the effectiveness and development of teaching. The effectiveness of the first question teaching in classroom teaching

How effective is the new curriculum teaching?

The research group of quality education experts entrusted by the Ministry of Education conducted a comprehensive and in-depth investigation on the curriculum reform of compulsory education, and reached the conclusion that the curriculum reform has brought essential and positive changes to China's basic education. In an article written to China Teachers' Daily, a primary school teacher appealed that all teachers who are really engaged in curriculum reform have the same feelings: teaching with the new curriculum concept, students obviously love learning, their self-confidence is enhanced, they can put forward their own problems, seek solutions, have their own opinions, broaden their learning channels and spaces, improve their expression and learning ability, increase opportunities for exchanges and cooperation, and enhance their awareness and ability to try to explore and practice. These changes make students have more "stamina" in their studies, which plays an inestimable role in their future development. Isn't this the necessary "foundation" for students' lifelong development?

In short, we believe that the new curriculum has made positive efforts in improving the effectiveness of teaching and has made substantial progress, which is highlighted in the following aspects:

First, the students have changed. After the curriculum reform, the changes and progress of students are obvious.

Students have become fond of learning.

Making learning a spiritual need of students, not an external pressure, changing students' learning state and learning experience, freeing children from the state of "forced" learning, and making students love reading and learning are the top priorities of curriculum reform and teaching reform. It can be said that it is also the common aspiration of front-line teachers to let students love and enjoy learning and give their children a happy childhood. An experimental teacher said that when students are happy, they are happy. When we investigated in the experimental area, we deeply felt that the students had changed and liked learning, and the school had become a place that the students yearned for. An experimental teacher wrote with great emotion: "Children make wonderful speeches from time to time in class, show lovely actions and show happy eyes. Whenever this time, I will feel infinite happiness and satisfaction. I often can't help thinking: if I were as old as them, I would be happy to bathe in the spring breeze of curriculum reform! " The comprehensive quality of students has been significantly improved.

When investigating in the experimental area, an old primary school principal confidently told us: "Curriculum reform may not improve students' test scores, but it will certainly improve students' comprehensive quality!" The comprehensive quality of students is the fundamental criterion to judge the success or failure of curriculum reform. One of the main starting points of this curriculum reform is to improve students' comprehensive quality. 2 1 century needs talents with high comprehensive quality instead of experts who take the exam. Over the past few years, the comprehensive quality of students has improved significantly, which is highlighted in the following aspects:

Students' literacy has increased and their reading ability has improved;

Students' ability to collect and process information has been improved;

Students' communication and expression skills have been improved;

Students question the improvement of innovation ability;

Students' practical ability has been improved.

We also found an important fact when we were listening to the class: the behavior, methods, habits, skills and abilities of senior primary school students in autonomous, cooperative and inquiry learning have made obvious progress than those of junior primary school students. Many teachers told us confidently: "If the curriculum reform goes on like this, the students will have a great future!"

Second, the teacher has changed. The implementation of the new curriculum has effectively promoted the professional growth of teachers.

Teachers' ideas have changed.

The new curriculum has changed teachers' idea that the curriculum is only a textbook or a subject. Teachers are no longer poor interpreters of textbook knowledge and faithful executors of courses, but collaborators in building new courses with experts and students. The new curriculum is democratic, open and scientific, which makes teachers find the feeling of curriculum and form the consciousness of curriculum. It has become teachers' conscious behavior to fully explore, open and utilize all kinds of curriculum resources based on teaching materials. In teaching, we no longer regard textbooks as the Bible, but attach great importance to the return of book knowledge to life, the return of children's experience and the diversified interpretation of the meaning of books. Therefore, teaching is no longer just a process of faithfully transmitting and accepting courses, but a process of course creation and development.

The role of teachers has changed.

The new curriculum puts the concept of "teachers are researchers" on the agenda, which promotes the transformation of this concept into reality. Teachers themselves should be researchers. In fact, during the implementation of the new curriculum, the enthusiasm and initiative of experimental teachers to participate in teaching research have been greatly stimulated. While teaching, actively carry out research to promote the "* * * complementarity" between teaching and research. Many teachers insist on writing experimental diaries, teaching reflections and educational essays. Teachers always discuss problems in experiments together, ask their own questions, ask others to help themselves and help others themselves. This kind of discussion can solve the problems that happen around teachers in this process and are closely related to teachers, and also let them really feel the joy of success.

We are delighted to see that experimental teachers have grown up with the new curriculum, and the implementation of the new curriculum has effectively promoted the professional growth of teachers.

Third, classroom teaching has changed.

The goal of classroom teaching has changed.

The classroom teaching of the new curriculum attaches great importance to the organic integration of knowledge, skills, processes, methods, emotions, attitudes and values, and pays attention to process methods and emotional experiences while imparting knowledge. The outstanding performances are as follows: ① Taking process method as an important goal of classroom teaching, thus highlighting the position of process method from the height of curriculum goal; Try to let students acquire knowledge through their own colorful cognitive processes such as reading, exploration, thinking, observation, operation, imagination, questioning and innovation, so that the conclusion and process can be organically integrated and knowledge and ability can develop harmoniously; Pay attention to students' emotional life and experience, and strive to make the classroom teaching process a happy emotional life and positive emotional experience for students; Pay attention to students' moral life and personality cultivation, and strive to make the teaching process become students' noble moral life and rich life experience. This universal concern for people's emotions and morality is unimaginable and unattainable in traditional knowledge-based classroom teaching. In the teacher's own words: "Now the classroom can not only impart and accept knowledge, but also care about how students learn and what kind of experience they have in the process of learning." This is really an amazing progress, and the concept of people-oriented and caring for students' all-round development has been implemented.

Classroom teaching is alive.

Only when the classroom is alive can students develop actively, vividly and lively. In traditional teaching, "boring class" is a common phenomenon. The main characteristics of a boring classroom are that the classroom atmosphere is dull, the teacher is full of lectures, the students are sleepy, there is no laughter, no ideological confrontation and dull thinking in the classroom. The result of boring classroom is to destroy students' interest in learning, stifle their enthusiasm for learning and inhibit the development of students' thinking. Compared with the traditional classroom, an important difference of the new curriculum classroom is that it is "alive". The classroom is full of energy, showing a vibrant mental state, with a strong air of thinking, a blend of reason and reason, interaction between teachers and students, and full of interest.

The effectiveness of the first question teaching in classroom teaching

How to overcome ineffective and inefficient teaching

To overcome ineffective and inefficient teaching, we must first understand and grasp its performance and reasons:

1. 3D object segmentation

The organic unity of three-dimensional goals is the internal mechanism of teaching to promote students' development and ensure the effectiveness of teaching. However, in the course implementation, there is a phenomenon of separation of three-dimensional goals. First, the process and method divorced from knowledge and skills are activities for the sake of activities, which is not conducive to the mastery of knowledge and skills, nor to the development of students' thinking ability. It is worthless, so it is inefficient and ineffective; Secondly, "tagged" emotions, attitudes and values, that is, the education of emotions, attitudes and values, is isolated, mechanically rigid, empty and powerless, so it is inefficient or even ineffective. Third, it only pays attention to the giving and receiving of knowledge and skills training, and this situation still exists. While strengthening knowledge and skills, this kind of teaching ignores and neglects the process, methods, emotions, attitudes and values, thus fundamentally hindering the development of students.

2. Summary of teaching content

The development of curriculum resources is a highlight of this curriculum reform. The establishment of curriculum consciousness and the development of curriculum resources have made great changes in teaching from connotation to extension. However, due to the lack of effective experience in the development and utilization of curriculum resources, there is a phenomenon of generalization of teaching content at the implementation level, which is manifested in the lack of discipline flavor, neglect of teaching material construction and insufficient excavation of the unique value of disciplines. For example, Chinese class: or lose yourself and be alienated into biology class, history class, physics class, culture class, thinking class, class meeting class, etc. Or ignore the language, focus on the analysis of characters, themes and writing skills, sing down humanism, and the teaching content is empty; Or teachers are eager to extend and expand beyond class, and the time for students to read and feel the text independently is basically not guaranteed. [ 1]

Such as: the first volume of senior one, the understanding of 0.

At the beginning of class, the teacher drew a "0" on the blackboard and asked: Children, do you know what the teacher drew on the blackboard?

The student quickly raised his hand and answered: "zero".

The teacher seemed dissatisfied with his answer and hinted to sit down. Wu: Who uses his brain again? What does 0 look like?

Health 2: Like a tire.

Teacher: You are so clever. You think very well.

Life is like the sun at 3: 0.

Health 4: "0" is like the fifteenth moon.

Health 5: "0" is like watermelon.

……

At the same time, the students in the classroom are shaking their arms, banging on the table loudly, scrambling to talk, and all kinds of imaginations.

The teacher praised their rich imagination respectively. )

The lively classroom atmosphere lasted for nearly 20 minutes. The students all described "0".

The class is almost over, and the teacher is summing up this lesson.

Teacher: What have we learned in this class, children?

Health 1: We have learned "0", and I know that "0" is like an egg, like the earth, and like …

The students also want to say that the teacher immediately hinted that they should sit down and let other students answer.

Health 2: I know "0" is like the sun.

Health 3: I also know that "0" is like a tire.

Four students were called in a row, and all the students answered "0". The teacher can only give up, say the function and significance of "0" and announce the class is over.

As can be seen from the case, this is a very vivid class, and the teacher also pays great attention to inspiring students' imaginative thinking, encouraging and affirming students in the teaching process. Although this mathematics course, which is very close to life, has the above advantages, it can be seen from the final summary that it obviously deviates from the goal of mathematics teaching, and "mathematical knowledge" has almost become a vassal of life examples.

3. Externalization of teaching activities

Since the implementation of the new curriculum, the classroom has become lively, which has stimulated students' interest, enthusiasm and initiative in learning to some extent. However, behind the "participation" and "activity", there is a tendency of impetuousness, blind obedience and formalization, and students' inner thinking and emotions are not really activated. The typical performance is that "autonomy" has become "self-flow", which only empowers students and does not empower students. Classroom shows students' superficial or even false subjectivity, and what is lost is the important responsibility of teachers to guide, guide and help. Cooperation has form but no substance: under the background of lack of problem consciousness and communication desire, students "discuss" in a reactive and passive way, lacking equal communication, especially deep communication and collision; Inquiry is tangible, but not real. Students only mechanically go through the procedures and steps of the inquiry process step by step, lacking curiosity, exploratory thinking and critical questions, which leads to formalization and mechanization of inquiry and becomes an "empty shell" without connotation and spirit. It is also true that some people criticize that our classroom has "temperature" but no "depth". In class, students are "red-faced, with glowing eyes, small hands held straight and their mouths always open". Although it makes people feel lively and noisy, it rarely makes people feel heartache. The reason is that the classroom lacks the power of thinking and the spiritual pleasure that touches the depths of the soul.

4. The teaching level is low.

Corresponding to the two development levels of students, we divide teaching into two levels: high-level teaching for the recent development zone and low-level teaching for the existing development zone. Obviously, only high-level teaching can promote the development of students. From the teaching practice, the outstanding problem of current classroom teaching is that teaching lags behind students' development level and learning ability (learning potential). For a specific class, we should first make it clear: which teaching content belongs to the existing development zone, which students can master through autonomous learning, and which teaching content belongs to the nearby development zone, which needs the help of peers and teachers. Nowadays, classroom teaching often has no clear goal, and teachers often spend a lot of time to solve problems that students can solve independently, which not only leads to the low teaching level and efficiency, but also hinders the development of students' learning ability and the formation of students' sense of responsibility. A literature professor once pointed out that the main reason for the poor effect of Chinese teaching in Chen middle school is that the reading and thinking activities of Chinese teachers are at the same level as those of students, and what he wants to say is self-evident and he has not told the students. Even if teachers use questions wisely and let students tell themselves, it is still a waste of teaching resources. Because it doesn't add new information to students. Teachers' teaching is often just the repetition of text information, which is the "truth" that students already know. Students can't take in any effective ingredients that can produce thinking ability from teachers. This is the most unsuccessful place in the interpretation of Chinese texts at present. [2] From the whole teaching process, the whole teaching process is a "from teaching to learning" transformation process. In this process, the role of teachers is constantly transformed into students' learning ability. With the growth of students' learning ability from childhood to adulthood, the role of teachers has changed qualitatively. Finally, students are completely independent and the role of teachers ends. Regrettably, the current teaching lacks a dynamic and changing viewpoint. Teaching and learning will always be a flat and fixed relationship. Teaching before learning, teaching how much to learn, teaching dominates, controls and even replaces learning, the independence and independent character of learning are lost, and teaching has also gone to the opposite side, which has become a "force" to curb learning. The more teachers teach, the less students learn, and the more inseparable they are from teaching. Although students have gained knowledge, this is why we often see such a strange phenomenon now: the higher the grade, the more class hours, the more teachers teach and the more full they teach.

5. Conflict generated by default

Presupposition and generation are contradictory unity, and classroom teaching needs both presupposition and generation. Presupposition and generation are two wings of classroom teaching, which are indispensable. A classroom without presupposition is irresponsible, and a classroom without generation is not wonderful. However, in the current classroom teaching, there is a conflict between them. One of the manifestations is over-presupposition, occupying the time and space of generation. On the surface, teaching is orderly. In essence, this is the embodiment of the traditional teaching idea of taking teaching as the center and knowledge as the standard. Due to the lack of independent thinking, active interaction and personalized interpretation, students can only obtain superficial or even false knowledge. On the one hand, excessive generation will inevitably affect the realization of preset goals and the failure of teaching plans, thus leading to arbitrariness and inefficiency of teaching; On the other hand, too much generation will make teaching lose its center and direction, and at the same time, it will also lead to generalities and superficial, and eventually deviate from the purpose of generation.

In view of the above problems, efforts should be made to:

First, firmly establish a three-dimensional goal consciousness, formulate realistic curriculum goals for each class, and accurately describe them, so that each class has a clear and definite teaching direction, which is the premise of improving teaching effectiveness.

Second, according to the characteristics of the subject and students' cognitive level, carefully select the teaching content, highlight the characteristics of the subject, grasp the teaching focus, and break through the teaching difficulties, so that students can have real cognitive gains and academic feelings in each class.

Third, we should truly establish students' dominant position and give full play to teachers' leading role, that is, we should pay attention to mobilizing students' initiative and enthusiasm in learning, and guide them to have in-depth thinking and in-depth exchanges and discussions.

Fourth, make a fuss about the recent development field, make great efforts, pay attention to developing students' independence, cultivate students' autonomous learning ability and sense of learning responsibility, strengthen the pertinence of teaching, continuously improve the level and level of teaching, and make teaching ahead of development.

Fifthly, the generation and presupposition should be harmoniously unified, paying attention to both high-level presupposition and dynamic generation, so as to improve the efficiency of knowledge teaching and the effect of ability training.

It can be said that these are five basic measures to improve the effectiveness of classroom teaching and overcome ineffective and inefficient teaching.