The biggest puzzle or problem encountered in teaching practice of small class education: 1. There is still a lack of a set of teaching materials suitable for students' actual small classes. The teaching content of this textbook should take students as the starting point, select all kinds of subject knowledge and students' necessary skills as the goal, strive to create an atmosphere of inquiry, and cultivate students' innovative consciousness and practical ability. In particular, after-class exercises should have a unique personality, and learning activities can be designed in layers. Adapt to the requirements of students at different levels, and truly realize equal distance education without leaving every child behind. Although the experimental teaching materials of the new curriculum standard have changed in essence, as an experiment of small class education, relevant teaching materials should be equipped accordingly.

2. Small classes lack teachers with relatively high quality and stable configuration. The space-time resources of small classes make the application of cooperative learning theory have innate advantages, but we should master this theory skillfully. Teachers must have the concept of equidistant education, design the teaching process of teaching students in accordance with their aptitude, master various strategies of inquiry learning and cooperative learning, and various ways to cultivate cooperative skills ... Teachers' teaching concepts and skills lag behind teaching facilities, which is a major obstacle to the in-depth development of small class education. The singleness of teachers' skills is also a fatal factor restricting students' all-round development. It is an indisputable fact that without teachers' high quality, students' high quality cannot be exchanged.

3. Small class teachers generally report long working hours and great pressure. Finally, I went back to the old road of dividing Chinese and mathematics into subjects and assigning full-time personnel. The original construction of class characteristics has also gone away with the change of teachers. There is also a problem that can not be ignored, that is, the connection between primary school and secondary school faced by small class education research. What small classes lack is not the teaching situation, lively teaching atmosphere, or the active participation of individual students. What is lacking is not superficial small class size, but the theory and strategy of making full use of the time and space conditions of small class size to improve teaching effect. If there is no complete scientific theory as a guide, no complete experimental scheme, but only the imitation of cats and tigers, small class education has no real significance. Although the classroom of small class education is very different from ordinary classes, the layout of internal and external environment is always the same. Corridor is the window of students' works, and it is also a painting and calligraphy work of different sizes. The inner wall of the classroom is a colorful wardrobe for putting schoolbags like home decoration, and each berth is numbered and orderly. The classroom is surrounded by open or closed closets, which are generally used to display students' works. Practice has proved that the utilization rate of display cabinets and closets in the corridor is very low, because it is not convenient for students to get school supplies in time.

More students prefer to hang their schoolbags on the back of the chair. The price is that the back of the chair is too heavy and easy to fall. If you hear a lot of ping-pong in class, that's why students put down their chairs when they leave their seats to answer questions. Later, the students simply put their schoolbags on the ground. The head teacher's work in the classroom helps the teacher to understand the students' situation, but it also has a great influence on the teacher's work and rest, and even distracts some sensitive students' learning attention over time. ...