At present, students' initiative in learning in and out of the classroom is poor. What the teacher says in the classroom, he will do. Once they leave the classroom, their knowledge will be forgotten. This way of learning is not only inefficient, but also prone to teaching fatigue for both teachers and students. Maybe some classes know how to improve students' interest in learning through some jokes and situations, but this is not a long-term solution. Over time, students will get used to it, and even concentrate on it, forgetting learning itself. This kind of problem is not uncommon, and it is also the place where most teachers are confused.

Second, the problems existing in teachers' teaching concepts

Many teachers of the older generation, who have been teaching for decades, may produce excellent students by the same method, but today, it may not work. Their teaching methods are old and closed, and even some teachers are still cramming, which is contrary to the original intention of curriculum reform and not suitable for modern comprehensive quality teaching. Or maybe some teachers give students questions to find their own answers and solve their own problems, but in essence this has not changed the bondage of thinking. Students still follow the teacher's path, so teaching can't start with scattered innovative thinking.

Third, the question of "can you learn to do" in the learning process.

As soon as the teacher spoke, he understood that once he changed his form, he would quit. Such problems are very common. I believe many teachers have faced such troubles. Obviously, they have made it very clear in class, but some students just can't write when practicing after class. Some students have reflected this problem, and some teachers have thought about it specially, but when they really meet it, it often makes people feel embarrassed. How to make students understand, draw inferences from others and learn to do problems?

Fourth, the problems brought by the classification of "excellent and poor students"

Some students in the class have good grades, while others have poor grades. The difference in scores caused students to be divided into two groups-"excellent students" and "poor students". This is also the default of many teachers, who think that "top students" should get together to discuss their studies, and "poor students" should only be disciplined and never affect "top students"

This distinction is distorted and wrong. In the teaching practice of the new curriculum reform, teachers and students are a whole and there is no gap between them. Equality between teachers and students in class and democratic thinking in teaching are good atmosphere for teachers and students to complement each other.