How to teach each class well and maximize the effectiveness of classroom teaching under the background of new curriculum reform?

The new curriculum standard puts forward a new concept of curriculum, teaching and evaluation, and clearly points out that teaching should be student-centered and designed for students' development. Classroom teaching should create an atmosphere of advocating true knowledge and exploring truth, form a positive learning attitude, guide students to experience, question, explore and cooperate, truly give students the initiative in learning, and strive to make the process of acquiring knowledge and basic skills become the process of students' independent learning at the same time. This has brought new thinking and new challenges to teachers. Under the background of the new curriculum reform, how to teach each class well and maximize the effectiveness of classroom teaching is a major issue facing every teacher.

First, the premise of improving the effectiveness of classroom teaching

1, prepare lessons solidly and design "personalized" lesson plans.

The quality of preparing lessons determines the efficiency of a class. To prepare lessons well, we must first prepare teaching materials. A good teaching plan requires teachers to have their own unique views on teaching materials, which are not only teaching reference, but also teaching AIDS. In daily teaching, some teachers are used to copying. Copying) and copying teaching reference books, instead of turning the knowledge in teaching reference books into their own things, they just played the role of porters. Therefore, teachers who write textbooks should also use new thinking, change their perspectives, be brave in innovation, publicize their individuality and write "personalized" teaching plans.

2. Understand the students and design the teaching content reasonably.

Teachers should not only prepare teaching materials, but also prepare students to fully understand them. Students' understanding mainly includes the following aspects:

First, before class, we should understand students' learning foundation, master their real learning level, study how to teach scientifically from the perspective of students' "learning", design and organize teaching with students' learning process as the main line, earnestly have students in mind, fully respect students' personality differences, arrange teaching according to students' existing knowledge level, and reasonably design classroom teaching content.

Second, in the classroom, we should understand the students' thinking process and acceptance ability, so that teachers and students can have mutual affinity and emotional integration. This requires teachers to work hard to activate students' thinking and adjust students' learning initiative, so that the designed lesson plans can make the classroom full of vitality.

Third, after class, we should understand the students' confusion and difficulties, adjust the previous teaching design in time according to the actual situation of students' learning, make the teaching content closer to students and more suitable for their learning needs, and let every student actively participate in classroom activities, so as to remedy in time when organizing Protestantism. Only in this way, teaching can be targeted, practical and effective, and the student-oriented teaching concept can be truly embodied, thus achieving efficient teaching.

3, situational life, enhance the sense of experience.

Knowledge comes from life and is used in life. In classroom teaching, if we can infiltrate the idea from life, students will have a stronger sense of experience, thus achieving higher teaching efficiency. Life-oriented teaching situation design can awaken students' life experience, which not only conforms to students' cognitive law, but also conforms to the new curriculum concept. When designing the teaching plan, teachers can bring new lessons into life, demonstration materials into life, objects in life instead of wall charts and courseware, and homework into life. These life-oriented teaching designs are close to students' reality, and students are not only easy to accept, but also have a sense of identity with the useful textbook knowledge they have learned and applied what they have learned, which has aroused their strong interest in learning. Such activities can make students "live" and "move".

Second, ways to improve the effectiveness of classroom teaching

1, create a problem situation that is conducive to stimulating students' enthusiasm for learning.

Setting conditions can be passionate, exciting, interesting and emotional. Question consciousness will stimulate students' desire to learn. Without a strong sense of problems, it is impossible to stimulate students' thinking activities, and it is impossible to find and explore. Teachers should be good at creating problem situations that are conducive to stimulating students' enthusiasm for learning. The "problem situation" mentioned here is divided into the "introduction situation" at the beginning of the new class and the "design situation" in the problem-solving link in the classroom. The more novel the problem situation created by the teacher and the stronger the contrast, the more concentrated the students' attention and the stronger their desire to explore. For example, at the beginning of the teaching of multiplication table, there was such a suspense: after listing the following groups of formulas, I quickly said their numbers.

①9999×9+9999=?

② 127×36+ 127+63× 127=?

③( 100+8)× 125=?

④98×35=?

When the students were surprised after listening to the teacher's figures, I took the opportunity to introduce a new lesson: after learning this lesson, you will know how the teacher worked out the figures quickly. In this way, students study with questions, have a strong interest in learning and are eager to find ways. Let every student be in the learning process of surprise, exploration and discovery, which not only activates students' thinking, but also enables students to gradually enter the educational scene, and the teaching effect can be imagined.

2. Create a democratic, harmonious and equal classroom teaching atmosphere.

A democratic and harmonious learning environment and an equal and pleasant learning atmosphere are conducive to stimulating students' interest in learning, making them feel, dare to speak, dare to ask and dare to do things, and be brave and willing to show themselves, thus ensuring the smooth and efficient learning activities.

The teaching view and student view of the new curriculum determine that the relationship between teachers and students is a new type of democratic and equal relationship, and the whole classroom teaching activities are mainly carried out in the form of teacher-student interaction and student-student cooperation activities. Among them, teachers should play the role of organizers and instructors in the classroom. Teachers should step down from the "sacred" podium, participate in the learning process of students, try their best to narrow the distance with students and have an equal dialogue with them. If you often communicate with students in a consulting tone: "What do you think of this method?" Who wants to share your thoughts with us "and so on. At the same time, teachers should trust students, appreciate them, inspire them, guide them, give them more understanding and respect, give them a relaxed environment and encourage them to participate in classroom teaching. In this way, students will gain a sense of psychological security, establish self-confidence, dare to tell the truth and express their true thoughts. Only in this way can they arouse their strong desire for learning, which is the best motivation for learning and can really improve the effectiveness of classroom teaching.

3. Cultivate students' ability of independence, cooperation and inquiry learning.

In traditional classroom teaching, knowledge is carefully designed by teachers and directly passed on to students. Teachers are the main body and students are in a passive position. However, the curriculum reform under the new concept emphasizes that teachers are the organizers and guides of students' learning activities. Actively guide students to study, explore and cooperate independently in the classroom, consciously divide the teaching content into different sections, put forward different requirements for students to explore in groups, and require students in each group to help each other, cooperate with each other and clearly divide their work. For example, in the "Volume of a Cone" class, according to the age characteristics of primary school students, I introduced learning with the familiar "situation of buying cakes", and according to the group cooperative inquiry experiment created, the simple and boring process of learning rational knowledge became a dynamic process of students' independent inquiry, finding problems and solving problems, which prompted students to actively participate in the whole learning process and made the classroom full of vitality and vitality. In this way, the initiative of learning is completely in the hands of students, and the classroom has really become a stage for students, and the initiative of students has been fully reflected. This kind of cooperative mode with everyone's participation has obvious teaching effect. This kind of classroom with cooperative inquiry as the main theme is much more effective than the indoctrination teaching in which the teacher keeps operating the blackboard on the podium in one go. Students' mathematical knowledge formed by hands-on practice, operation, summary and induction will leave a deep impression in their minds, and such teaching will certainly get twice the result with half the effort.

4. Appropriate use of multimedia teaching methods.

With the development and application of new technology in teaching, we should use multimedia technology in classroom teaching as much as possible under the concept of new curriculum reform. As we all know, multimedia technology integrates graphics, text, audio and video, which provides a more intuitive and vivid teaching method for classroom teaching. With the help of the screen display of courseware before class, creating situations and rendering the classroom teaching atmosphere can quickly arouse students' interest and stimulate their enthusiasm for learning. Even monotonous training contents, such as weathering in primary school science, cone volume and translation and rotation in primary school mathematics, can be made into multimedia courseware in teaching. At the same time, multimedia technology can also make classroom teaching beautiful and vivid, expand classroom capacity, increase knowledge density, break through the time and space limitation of classroom, save blackboard writing time, make students enjoy reading interest in various situations such as words, pictures, sounds and images, and improve teaching efficiency.

However, multimedia technology is only an auxiliary means of teaching and cannot put the cart before the horse. Instead, we should combine multimedia technology with teaching organically, give full play to its effectiveness and improve the effectiveness of classroom teaching based on the principle of high efficiency and usefulness, according to students' learning situation and teaching content, and proceed from reality.

Classroom teaching is the key and core to improve the effectiveness of teaching. No matter where the curriculum reform goes, we need to explore, summarize and innovate in practice under the guidance of the new curriculum concept, and find more and better effective teaching methods, so that the classroom can truly become a stage for students to show their passion, wisdom and personality. Let effective teaching become our teachers' eternal pursuit!