1) Create a relaxed and harmonious learning environment for students.

A good class should have a relaxed and harmonious learning atmosphere, so that students can have rich emotional experience in the process of exploration and learning. In the "straight face" class, students may have mastered the relevant knowledge and skills, but they will not be interested in learning mathematics, nor will they have the enthusiasm to actively participate. A relaxed and harmonious environment does not mean that it can only be achieved through games or vivid situations. Teachers' vivid language, friendly attitude, inspiring and creative questions and exploratory activities can create a harmonious environment for students. For example, "Understanding of Large Numbers", let students tell the large numbers in their lives, provide information about 10,000 people and tens of thousands of people, and let students count the number of 10,000 grains of rice themselves. Such activities provide a harmonious atmosphere for students.

2) Pay attention to students' learning process, and let students have the opportunity to experience mathematics.

An important idea of the new curriculum is to provide students with the opportunity to "do" mathematics, so that students can experience mathematics and experience mathematics in the process of learning. Mathematics learning, especially the learning of new concepts and methods, should provide specific situations for students to experience mathematics in actual operation, arrangement, analysis and exploration. If you know the circle, give students different tools, let them choose several kinds, and draw the circle through experience exchange and cooperation. In the process of drawing, students not only experience the characteristics of circle, but also experience the fun of "doing" mathematics.

3) Create space and time for students to think.

Good classroom teaching should be thoughtful, and students should have more room for thinking. In the final analysis, learning is students' own business, and teachers are organizers and guides. The effect of learning ultimately depends on whether students really participate in learning activities, but whether they actively think. The teacher's responsibility is more to provide students with opportunities to think and leave students with time and space to think. The simplest indicator is whether the teacher gives the students some time to think, at least a few seconds, instead of jumping to conclusions, to judge whether the students will, especially those problems that need to be deeply understood and creatively solved, so that the students can have some time to think.

4) A good class should be natural, productive and normal.

A class is not entirely the result, but the exchange of true feelings and wisdom between teachers and students in the class. This process has both resource generation and process state generation. This kind of class can be called rich class, which is rich in content and active in many aspects, giving people inspiration. At the same time, a good class should be a normal class. It is not the result of many rehearsals, and it is not the reappearance of "textbook drama". The value of the classroom lies in producing many new things through the collision and discussion between teachers and students. Such a class is called a prime class. A real class, not only now, but at any time. It is necessary to downplay open classes and attend more seminars. No matter who is listening to the class, the teacher should be like everyone else, with only students in mind. This class should be a class to be perfected, it can't be perfect, it should be real, unpretentious and reconfigurable.

5) A good classroom should pay attention to students' effective learning and classroom efficiency.

Effective learning must be valuable learning, and useful learning is aimed at problems that students generally need to solve and learn. For example, when a teacher is reviewing a lesson, he has eight questions, one by one. When he finished the sixth question, the class was over. We found that only two or three students can't do these questions, but the teacher has to tell the whole class from beginning to end. This phenomenon is very common. Almost all the so-called review classes are carried out in this way, without asking a targeted question for effective learning, and collectively wasting time just to complete the so-called teaching tasks and teaching plans. It is conceivable whether such classroom teaching is effective.

Efficient classroom means that students actively participate in the classroom, rather than "catering" to teachers' questions. Students dare to ask their own questions and can ask in-depth questions. Therefore, a good class is also a class to solve students' problems. When evaluating classes, it is ultimately necessary to observe whether students can ask questions and solve problems. One is to solve the problems he raised, not to solve other problems he brought out in the process. When the problem is solved, it is a good class, a content class, an efficient class, a enriched class and a class that pays attention to students' development. Efficient classroom should pay attention to students' differences and respect the needs of different students in knowledge, ability and interest. It is necessary to design different levels of questions, different types and different levels of topics, so that students have the opportunity to participate in teaching activities and gain something in the learning process.

6) Use flexible methods to meet the requirements of students' deeds and contents. The choice and application of teaching methods should be based on the needs of students of different ages and development levels, and at the same time, it should conform to different learning contents. The method of exploration and discovery is worth promoting, but not all content should be like this. The content of new teaching ideas and methods needs students to explore, but some prescribed contents can also be accepted. The activity situations designed for senior students will be very different from those designed for junior students.

To this end, we believe that the evaluation of classroom teaching should mainly look at six indicators:

(1) Students actively participate in learning;

(2) Maintain effective interaction between teachers, students and students;

(3) study materials, time and space are fully guaranteed;

(4) Students form a real understanding of knowledge;

(5) Cultivate students' ability of self-monitoring and self-reflection;

(6) Students get positive emotional experience.

Of course, these indicators can be further refined and quantified when implemented.

The evaluation of classroom teaching depends on whether the classroom is innovative, in line with students' reality, student-centered, student-oriented, and whether new ideas, new concepts, new information and new content are allowed to enter the classroom.