School education should not only "face all", but also "teach students in accordance with their aptitude". While insisting on students' all-round development, we should also pay attention to students' personality development and pay more attention to the cultivation of gifted students. In the college entrance examination of 20 1 1, our school was admitted by six Tsinghua Peking University, creating the brilliance of Yantai No.1 Middle School. The two classes I taught, 1 Peking University, and the two Tsinghua, including the naked top student Chen Fengchi, were the joint efforts of school leaders and teachers. So how to cultivate eugenics in classroom teaching? I think we should at least do the following two things: first, cultivate students' lofty aspirations and encourage one to set higher goals in time, so that the height of life can be high. As the saying goes, "if you act according to law, you will get something;" The law is in it, and it must be under it; According to the law, there is no income. "So, to cultivate outstanding students, we must first guide students to target top students. Only in this way can he have infinite motivation and passion to support his goal of going high. To this end, in the first math class of each new high school, I told the students about Zhuge Liang's "Book of Commandments" in the Three Kingdoms period, which made them understand the truth of "no learning, no learning and no ambition". In addition, in classroom teaching, I often use eugenics, so that eugenics can play a leading and exemplary role in learning, so as to fully exercise and improve the ability of eugenics, give play to their own advantages, and guide students who have some difficulties in learning, not helping others, and be caring. In the usual learning process, I often provide gifted students with opportunities to show their talents, and even pretend that I can't explain the topic and hang it on the blackboard waiting for the help of gifted students. In this way, encourage them in time, let them get applause and affirmation in the process of running towards their lofty goals, and let them not feel lonely and lonely in their struggle. Second, cultivate yourself into a teacher that students like. As we all know, if you are lucky enough to be a teacher that students like, I think it will get twice the result with half the effort for imparting knowledge. After all, I also came from my student days and deeply realized what teachers do that students don't like. To this end, I strive to: (1) prepare lessons adequately. Because only by fully preparing lessons can we not delay classes, occupy students' recess time, and prevent students from hating me; (2) Listen carefully. I strive to improve the effectiveness of classroom teaching, mainly using heuristic teaching to give students room to think and truly realize the thinking dialogue between teachers and students. After all, the classroom is the main battlefield for implementing quality education, so classroom teaching should pursue some artistry, and sometimes try to explain boring mathematics knowledge in humorous language. Personally, I think that a classroom without laughter is not a successful classroom. For important knowledge, I always try to finish it in the first half hour, leaving more time for students to reflect and practice, so that we can assign less homework and reduce the pressure on students' homework, because I know that the healthy growth of an excellent student is the cultivation of the joint efforts of all disciplines, and it is a coordinated operation, not a monopoly. It is selfish to patronize one's own subject, assign homework fiercely and squeeze other subjects. It is possible that this subject is outstanding and very popular with schools and parents. (3) Deeply study mathematics teaching. Because I eat this bowl of rice, I must have excellent skills, give students a glass of water, have a bucket of water, try to simplify complex problems, absolutely do not need to make sense in two sentences, and save classroom time. (4) In order to enhance the intuition of the classroom, I often use multimedia teaching, sometimes use body language, and even use a gesture and a look to express a knowledge point, with clear memory and profound understanding. (5) Criticizing or punishing students should focus on the educational effect rather than venting anger. I remember one afternoon in class, a boy squinted and dozed off. I was angry at first sight. I tried my best to give a lecture, and as a result, he was sleeping stealthily, which really discouraged me. But when you think about it, it is no wonder that his explanation just now is boring and really unattractive. There is also a class in the afternoon, and everyone will inevitably doze off. But what I want to talk about is very important. What should I do? I had a brainwave and was quiet for a few seconds. Suddenly I pointed my finger at that classmate and said, "Look at the one in the back. Why are eyes getting smaller and smaller? " As soon as the voice fell, all eyes were focused on the classmate's face. Seeing his cute appearance of dozing off, the whole class burst into laughter, and the classmate was flushed with shame under the reminder of his deskmate. While everyone was concentrating, I quickly finished what I had to say, which not only criticized this classmate, but also achieved my educational goal.