One of the strategies is to pay attention to the creation of atmosphere and situation.

There are two things that are essential for an effective class in a competitive park, that is, atmosphere and situation. At the beginning of class, it is particularly important to create classroom atmosphere and teaching situation. The standard of creating an atmosphere is that teachers and students quickly establish an emotional exchange. Psychological research shows that this is conducive to information transmission, and based on this, teaching situations are created. The requirement of creating teaching situation is to design a situation that can stimulate students' interest in learning and attract students' attention to classroom teaching content quickly. For example, during recess, the teacher plays music and videos, and designs slogans in the classroom. (On the premise of not affecting students' rest in class). When the bell rang, the teacher stepped onto the platform with full emotions and greeted the students with a big smile: "The music just now was very nice. What did the students hear? Tell the teacher (after a while) that yes, there is running water, birds singing and laughter. Oh, some students also heard the sound of flowers blooming. That's great. This is a song depicting spring, which is written about the beauty of spring. " At this point, the feelings between teachers and students have reached a kind of communication, which is very harmonious. From the perspective of creating an atmosphere, the article has done enough, but the more important task lies behind. The teacher explained: "There is no doubt that everyone likes spring, so there are many music, poems, essays, paintings and calligraphy about spring, which can be said to be endless." Mr. Zhu Ziqing is a famous modern essayist in China. He has a famous essay "Spring", let's enjoy it together. " After that, the teacher skillfully created a scene that can stimulate reading, smoothly lead to topics and stimulate interest in learning.

The second strategy is how to "perceive the goal" in an effective classroom.

The classroom learning goal is formed on the premise that the preparation group and teachers study the curriculum standards carefully and deeply understand the teaching materials and learning situation. Whether it can become a student's learning goal and then become a classroom action for teachers and students depends on students' perception of the goal. The "learning goal" is the general goal of classroom learning, the pointer and the leader of the president. The link of "perceived goal" itself is required, that is, the goal designed by teachers should be turned into each student's own goal in a relatively short time. So how do you perceive it? The case is stated like this. Teacher: "The students previewed the text well after class. According to the problems you have encountered in your study and your past study experience, what is your goal in class today? " After some students put forward their own goals, the teacher put forward the learning goals in class in time: "The students' learning goals are very clear, which shows that everyone's preview is very in-depth, and the teacher also designed the learning goals in class. Is there any reference? Thinking 1 min ",when the students are eager to try, the teacher gives instructions:" Tell your deskmate what you think ". This way of perception begins with students' preview, which embodies teachers' consciousness of promoting teaching through learning. At the same time, in order to avoid students' one-sided and superficial cognition, teachers put in goals in time to supplement students' perception, so that students can easily produce their own opinions, and finally tell their deskmates about the goals, which not only allows each student to clarify their learning goals in class, but also allows everyone to accept the supervision of others while suggesting themselves psychologically. Let your classroom study have both external pressure from teachers and classmates and strong internal driving force. These two forces make students particularly active in class. There is no need to give more examples here. Only when the goal becomes the students' own goal will they realize that "I want to learn" means "I want to learn". When learning becomes students' own business, we will have internal drive, our teaching will become particularly effective, and teaching will get twice the result with half the effort.