Many teachers are not based on the careful analysis of curriculum standards, learning situation and teaching content, and the preset teaching objectives are inaccurate and not specific, and the operability and evaluation are not strong. Some teachers, with unclear thinking in class, follow their feelings in class, often grab their eyebrows and beards, talk nonsense, fail to grasp the teaching key points, and can't achieve the teaching objectives well.

Second, teachers talk too much and ignore students' study.

Teachers can't really teach students in accordance with their aptitude, often don't trust students, dare not let go, talk too much, don't really give students the initiative to learn, and ignore students' dominant position. Some teachers, wearing the cloak of educational reform, shout the slogan of quality education and use multimedia means, but follow the old road of "spoon-feeding" and "spoon-feeding". There are many presuppositions in the classroom and few dynamics.

Third, students practice more, which weakens teachers' teaching.

In some classes, the teacher suddenly finishes the teaching task of this class in a short time, and then the students do a lot of exercises, and the teacher explains the answers according to the script. Whether there is a teacher or not in such a class is of little practical significance to students. "It is better to talk more than to practice more, and it is better to practice more than to take more exams." The students didn't fully understand the contents of the textbook. What's the use of practice? Really put the cart before the horse!

Fourth, "equal dialogue" has become a "mechanical question and answer".

Classroom teaching should be carried out in the process of equal dialogue between teachers and students, and in some classrooms, "equal dialogue" has become "mechanical question and answer". After a class, the teacher asks questions in full. Such uninspiring questions as "Do you know", "Right", "Yes", "How" and "Good" flood the classroom, and the equal dialogue between teachers and students, between students and textbooks is understood as vulgar question and answer. This kind of question-and-answer in class is ostensibly an interaction between teachers and students, but in fact it is "filled" by asking questions.

& gt Fifth, "autonomous learning" has become "self-learning".

The new curriculum standard emphasizes that students are the masters of learning and should return the classroom time to students. In some classes, autonomous learning is to let students learn by themselves, and the teacher prepares some questions for students to read in class and solve them by themselves. When they encounter problems, they can't get proper inspiration and guidance, and let them discuss them until class is over. The problem has not been solved, which not only wastes time, but also dampens students' enthusiasm. What's more, in some classes, the learning content of the teacher's class is decided by the students themselves, the learning methods are chosen by the students themselves, and the learning partners are chosen by the students themselves. This kind of classroom completely turns "autonomous" learning into "autonomous learning" for students. On the surface, students have obtained the right of autonomy, but in fact, they have not achieved real autonomy, and the teaching order is loose and the learning effect is very poor.