Introduction: The purpose of improving classroom effectiveness is to demand quality and efficiency from the 45 minutes of class. The ideal effect is to maximize students' benefits within 45 minutes. In order to achieve or be close to the optimal effect, I think we should pay attention to the following points: How to improve classroom effectiveness?

1. Pay attention to the first lesson

That is to say, pay attention to the "first effect", also called the "primacy effect", commonly known as the "first impression". Some experts have given a definition of "first time effect": it refers to the impact of the impression formed by the initial exposure to information on our subsequent behavioral activities and evaluations. The famous psychologist Ebbinghaus once pointed out: Maintenance and reproduction largely depend on the intensity of attention and interest when the relevant mental activity first appears. It can be seen that the first lesson plays a crucial role in the learning of the entire course. Some teachers think that the first class is either an introduction or an introduction, and what is there to say? In fact, it is not the case. Suhomlinsky once said: Any good teacher must be a teacher who is good at arousing students' interest in his courses and establishing the attractiveness of the courses. In the first class, we can first establish the teacher's prestige and even authoritative status in the minds of the students. It is said to be close to the teacher and believe in the teaching; we can cultivate students' interest in learning the course; we can teach students the principles of learning the course. Methods so that they always have a bright light to guide them in the future learning process. We can even cultivate students' self-confidence, dispel their fear of difficulties, and make them convinced that they can learn this course well, regardless of their previous No matter how poor their foundation is, no matter how much they dislike learning, we can even let them spread this confidence to other subjects.

2. Pay attention to the opening remarks of each class

Suhomlinsky once said: If teachers do not find ways to make students have an inner state of high emotions and intellectual excitement, they will be eager to teach Knowledge, then this kind of knowledge can only make people have an indifferent attitude, while mental work without emotion will bring fatigue. The famous special teacher Yu Yongzheng has a famous saying: The first hammer of the lesson must hit the students' hearts, stimulate their thinking sparks, and attract the students firmly like a magnet. ?This first hammer is the first lesson of the course, and it is also the opening remarks of every class. A wonderful, interesting, novel and original opening statement will definitely arouse students' thirst for knowledge, achieve the effect of getting a head start and getting twice the result with half the effort. It lays a good foundation for the teaching of the entire class, can quickly focus students' attention, and make teaching easier. Get into the best state soon.

For example, when teaching the "Data Protection" section of "EXCEL Basic Tutorial", at the beginning of the class, I first asked a question: "Have the students ever played the hide-and-seek game?" After answering in the affirmative, I asked a second question: What do you mean by hide-and-seek? Then I further asked: Today, we will also play a hide-and-seek game in class. The students must be very curious. Hey, in Can we still play games in class? From this, a new lesson content is introduced: hiding rows and columns.

3. Pay attention to human physiological limits

Halfway through a class, students’ attention will gradually become distracted and their energy will gradually reach their limit. If left unchecked, nothing will be gained in the second half of the class. , at this time, teachers are needed to cheer up the students. For example, telling students a short story related to the class content, giving an example that makes people laugh, or even making a heartwarming joke can rejuvenate the students' energy. For example, when I was talking about the issue of "individual differences" in "Emotional Overview" of "Children's Psychology", more than thirty minutes had passed. The students' energy was obviously weak and their attention dropped significantly. At this time, I asked A burden came out: "Students, do you still remember what happened in our classroom the night before yesterday? As soon as they heard this, some students immediately got excited and asked: "What's going on? Teacher." ?I continued: ?That night, I came to the classroom to find something to do with my classmates. As soon as I entered the door, you complimented me on my beauty. At that time, I happily said thank you. As soon as I finished speaking, another teacher came in, and you complimented this one again. Teacher, do you still remember how the teacher answered you at that time? The students who remembered this responded in unison: "Nonsense (this was the answer of the latter teacher)". I commented brilliantly: This is individual differences. Questions were answered and energy was restored in our laughter.

4. Pay attention to situational teaching

Situational teaching means that in the teaching process, in order to achieve the established teaching purposes and based on the teaching needs, the introduction, creation or creation is adapted to the teaching content. A teaching method that uses specific scenes or atmospheres to arouse students' situational experience, help students quickly and correctly understand the teaching content, and promote the comprehensive and harmonious development of their psychological functions.

To create teaching scenarios, you must study the teaching materials with concentration, design teaching based on students’ majors, age characteristics, and practical problems in life, and create various problem scenarios to stimulate students’ interest in learning. Let students actively explore, cooperate and communicate, and use the knowledge they have learned to solve problems involved in the textbooks or some practical problems they will encounter in their future work.

For example: When teaching "Children's Psychology"? Children's Behavior When Entering Kindergarten? In this section, I first ask the students to use their brains to think about what behaviors they know about three-year-old children when they first enter kindergarten. How would you deal with these behaviors? I was noncommittal about their answers and asked them to preview the textbooks with questions, and then divided them into two groups: one group of students assumed that they were children who had just entered the kindergarten and made various The other group is preschool teachers, allowing them to collaborate with each other, discover problems, and take targeted corrective measures. In this way, the enthusiasm of students' thinking is better mobilized and they are encouraged to think and discuss actively. , the classroom utilization rate is high and the learning effect is obvious.

5. Pay attention to students’ dominant position

In the traditional teaching model, the teacher is the center, the teacher talks, the students listen, the teacher fills the room, and the students passively accept knowledge. This kind of cramming Traditional teaching has greatly restricted students' initiative in learning, and the quality education currently advocated is to allow students to change from passive to active and truly participate in learning activities.

Mr. Tao Xingzhi, the famous educator in my country, has long pointed out that I think a good teacher does not teach or teach students, but teaches students to learn. ?

My approach is: assign students to prepare homework in advance. At the beginning of class, students are encouraged to write on the blackboard the questions they think are the key points, and then ask their classmates to answer the answers to these questions. All the teacher needs to do is to explain the difficult points involved in the answers to the questions, and As an example, of course, this step can also be completed by students with better abilities. It should be noted that students may have deviations when solving problems. As a teacher, you should discover them in time, guide them in a timely manner, and pay attention to protecting students' self-esteem and curiosity. You should first fully affirm their actions and enhance their self-confidence. , to mobilize their enthusiasm for learning.

6. Pay attention to the flexible use of teaching methods

Choosing the correct teaching method is the basis for improving classroom effectiveness. All teaching methods serve the purpose of teaching. We can handle the teaching content in this way: difficult-to-understand and abstruse knowledge can be taught through lectures, experiments or demonstrations; controversial issues can be addressed through conversation and discussion; relatively simple issues can be dealt with through self-study or independent analysis to cultivate students’ abilities. A sense of success and self-confidence; relatively boring theoretical doctrines can be combined with real-life examples familiar to students to facilitate students' understanding and memory. Of course, what kind of teaching content and what kind of teaching methods are not static, but should be learned and applied flexibly, and selected according to specific circumstances such as teaching requirements and student base.

Improving the effectiveness of the classroom is not only related to the above points, but also closely related to the breadth of the teacher's knowledge, the humor of the classroom language, the ability to adapt, and the ability to control the classroom and other qualities. , I won’t go into details here.