The effectiveness of classroom teaching refers to promoting students' development through classroom teaching. First of all, as far as its connotation is concerned, development refers to the coordinated development of knowledge and skills, process methods, emotions, attitudes and values. In other words, the effectiveness of classroom teaching refers to students' acquisition, improvement and progress in learning through classroom teaching activities. The concrete manifestations are as follows: in cognition, students never understand to understand, from less knowledge to more knowledge, and never attend meetings; Emotionally, never like to like, never interested to interested. There are many characteristics (or manifestations) of the effectiveness of classroom teaching, and there is no open standard. But the most important thing is to see whether students are willing to learn, whether they take the initiative to learn, how to learn, and whether they will learn. Although the effectiveness of classroom teaching is manifested in different levels and aspects, whether students have made progress or development is the only indicator to measure the effectiveness of teaching. The progress of students can not be limited to the mastery of knowledge. Students' understanding of professional knowledge must not rely on training, but on the process of thinking and personalized thinking. But the transformation of knowledge into problem-solving skills depends on practice, which is a double-edged sword-it can not only improve students' problem-solving skills and academic performance; At the same time, it will suppress people's creativity and imagination. Therefore, we should grasp the "degree" of practice. The effectiveness of teaching should pay attention to students' development, which includes current development and lifelong development. Any effective teaching must promote students' current development and have an impact on students' long-term development. Old-style teaching pays too much attention to current development and ignores students' sustainable development. Effective classroom teaching activities precipitate a way of thinking and spirit.

Corresponding to the effectiveness of classroom teaching is the inefficiency or inefficiency of classroom teaching. "Ineffective" and "inefficient" are both relatively effective teaching. Furthermore, "ineffectiveness" and "inefficiency" can also be said that teachers are not needed to teach, and students can understand that teachers are completely ineffective. From a professional point of view, there is no development. Therefore, effective teaching means that students get all-round development, including the harmonious and unified development of knowledge and skills, emotional attitudes and values.

Reflections on the effectiveness of classroom teaching

Any teaching activity that can effectively promote students' development and achieve the expected teaching effect can be called "effective teaching". Teaching activities are bilateral activities between teachers and students. How to improve the effectiveness of junior high school mathematics classroom teaching? Based on many years of mathematics teaching experience, I briefly talk about some of my teaching experiences and practices from two aspects: the effectiveness of teachers' teaching and the effectiveness of students' learning

First, study the teaching materials carefully to improve the effectiveness of preparing lessons.

Our school has set up a math preparation group with grades as the unit. When preparing lessons collectively, one person lectures and other teachers express their opinions. Everyone will make suggestions, reach an understanding, improve the teaching design, and then attend class, and other teachers will listen. After class, everyone thinks, discusses and communicates with each other, and what needs to be changed. We should carefully record the teaching reflection, and then enter the classroom teaching after the change, so as to find the most suitable teaching method for the new round of teaching needs. However, we cannot follow the same pattern. According to the actual situation of the students in this class, we can choose the teaching methods suitable for our own students and show our own characteristics and personality. Effective lesson preparation should be useful, be conducive to teachers' practical and ingenious teaching, and promote students to learn quickly and solidly. Teachers who play an important role in effective lesson preparation should also study and think according to the individual students and adopt appropriate teaching methods and means. For example, when preparing the "area problem in a linear function of one variable", try to prepare a lesson like this: 1, and determine the goal: this lesson interprets the area problem in a linear function of one variable from different angles. 2. Determine the teaching materials: what to teach and what is the focus of teaching; 3. Pay attention to students: to what extent, what are the teaching difficulties and how to teach them, so that every student can gain something after this class and know what he has learned in mathematics. If teachers blindly pursue difficulty, depth and breadth, and some students can't keep up, they will inevitably shift their energy to things that have nothing to do with class (desertion); 4. After-class reflection: "refining and improving", writing after-class reflection according to the actual situation of the classroom, adjusting one's teaching strategies, constantly improving one's teaching art and preparing students are important aspects of improving effective classroom teaching.

Second, the implementation of effective questioning to improve teaching efficiency

A class consists of several questions, and how students master it is directly related to the quality of teachers' questions in the teaching process. In the teaching process, it is necessary to design inspiring questions that meet the students' cognitive level, so that students can have a fierce conflict between old and new knowledge, awaken students' perception, stimulate their interest in inquiry, clarify their inquiry goals, determine their way of thinking, and generate a strong desire for inquiry. Design more questions for students to express, and less for students to answer directly with "yes" or "no".

1, ask questions with pertinence.

Teachers should ask questions not only for students' age characteristics, knowledge level and learning ability, but also for the key and difficult points of the teaching materials. Moreover, teachers should know well when asking questions, and ask different types and levels of questions in different ways. Teachers' questions, whether preset or impromptu, should be targeted, relevant and hierarchical. Only in this way can we stimulate students' interest in the problem. For example, find the area enclosed by a straight line y=3x+4 and two coordinate axes. Ask the students what figure a straight line and two coordinate axes surround the city. The students answer that it is a right triangle, and then ask what should be done first if the area is needed? In this way, students can easily find the length of the right-angled side through the coordinates of the points.

2, improve the thinking ability of the problem

Teachers' questions should stimulate students' thinking, promote their thinking development and cultivate and improve their inquiry ability. After the students answer the questions, as long as there are no mistakes in principle, the teacher can't deny them, and should seize the bright spot of thinking. After the students answer the area, how to find the height on the hypotenuse ab? Then show students the problem through multimedia: find the straight line y=2x+3,

Y=-2x- 1 and the triangle area surrounded by the Y axis. In this way, the problem is transformed from a straight line into an area surrounded by two straight lines and coordinate axes.

3. Improve your questioning skills

The effect of classroom teaching is closely related to the way, opportunity, tone and quality of teachers' questions. In short, the questions raised by teachers in classroom teaching should cultivate students' interest, arouse students' enthusiasm, and make students become the main body of the classroom and the masters of learning. What is the key to the graphic area surrounded by straight lines and coordinate axes? Students answer that the coordinates of each vertex of the figure are converted into triangles to solve.

Third, the implementation of effective teaching of effective listening

Effective listening is an education in itself, full of sincere and patient listening. Even if you don't help each other, his heart will get a very rich spiritual gift because of the existence of love. Whenever students answer questions, teachers, like kind elders, always look at them with a smile and appreciation, and listen to them patiently to finish the questions. Students will feel the understanding, tolerance, respect and care from teachers, and truly feel the joy of being appreciated (especially appreciated by teachers) from the bottom of their hearts. The significance of doing so goes far beyond giving students a chance to express themselves. From a deeper level, it brings the concern of students' personality, ignites the spark of thinking and casts the pursuit of value. Students will also learn about the attitude and habits of attending classes from teachers, which will be influenced imperceptibly.

Fourth, the classroom teaching structure, the implementation of hierarchical teaching.

The arrangement of classroom teaching structure pays close attention to five links: 1, clarifying teaching objectives, creating problem situations, and taking problems as the teaching starting point; 2. Guide students to carry out trial activities and inspire them to find, ask, analyze and solve problems; 3. Focusing on the teaching objectives, organize training by changing the test, pay attention to multiple solutions to one problem, and improve the training efficiency; 4. Timely evaluation to realize multi-channel, multi-direction and multi-form feedback correction; 5. Summarize, deepen the goal, guide students to summarize the knowledge and methods they have learned, and connect with the existing knowledge to form a new knowledge structure.