Therefore, the quality of classroom teaching has become one of the important symbols to measure the teaching quality of a school. The content of middle school teachers' classroom teaching ability: solid subject foundation, rich teaching experience, good theoretical accomplishment and broad practical vision. What new teachers lack is the accumulation of teaching experience and practice. Specifically, it includes: preparing lessons, attending lectures, designing exercises, tutoring students, evaluating exams and so on. This kind of teaching ability consists of the following professional qualities: concept (including quality concept, curriculum concept, teaching concept and student concept), knowledge (including basic knowledge and teaching psychology), skills (including teaching organization, expression, blackboard writing and modern educational technology), ability (including teaching design, control, reflection and research ability) and norms (including professional ethics, professional accomplishment and academic norms). Second, the necessity for teachers to improve their classroom teaching ability (1) The classroom is the main place to carry out teaching activities. 1. The classroom has the largest time weight-students spend the largest proportion of time in school activities. School education plays a leading role in people's physical and mental development. Obviously, school is the most important place to cultivate students' all-round development. However, in the whole time of students' school activities, classroom teaching has the most time. Students study at school five days a week, and almost all of them are taught in class except for some off-campus activities. Therefore, if school education plays a leading role, then classroom teaching is the "backbone" of the leading role. 2. The classroom has the highest value and utility-the highest level of education quality. The highest value of education lies in training all kinds of talents for the society more quickly. But no matter which elite, they must have a solid and comprehensive foundation. Judging from the value of students' sustainable development, the teaching tasks completed in the classroom are irreplaceable by any other teaching form. Classroom teaching in primary and secondary schools is compulsory by the state. Compared with extracurricular activities, classroom teaching is not only large in class hours, but also extensive in content. The content of classroom teaching can be varied, from nature to society, from physiology to psychology, from theory to practice. It is the source of students' knowledge and wisdom. Therefore, it can teach students the most comprehensive and systematic scientific knowledge and viability. There are scientific courses in the classroom-the combination of disciplines. The teaching plan formulated by the state, the setting and proportion of arts and sciences, and the setting and proportion of indoor and outdoor activities have all been determined through scientific argumentation. The current curriculum basically constitutes a reasonable pattern of natural science, social science, humanities and even brain science, forming the best combination. As we all know, the most important way to complete these courses is classroom teaching. Although the teaching of each subject is relatively independent, classroom teaching is multidisciplinary after all. In other words, one class a week, one class a day, the two major disciplines of arts and sciences alternate, or every aspect of students' comprehensive quality is improved through various courses. In this sense, the classroom is the center of all-round development of students' quality, and it is also the center of "team competition" for teachers to teach students various subjects. There is a tacit connection between classes in classroom teaching-the development of students' quality is continuous. Classroom teaching is arranged in an orderly way. It follows the logical order of knowledge system step by step. This is true of all subjects, as well as all academic years. For example, the first grade has its own training content and teaching purpose. Then in the second grade, they also have their own training content and teaching purpose, but the quality level requirements of various qualities are different. From senior one to senior two, it is also a leap in students' comprehensive quality. Therefore, from this perspective, the classroom is the center of the continuous development of students' quality, and it is also the center of the "relay race" taught by teachers of all grades. 5. The classroom has good internal and external conditions-to create a professional educational environment. Classroom teaching has its own advantages, which can create a good learning environment and a positive learning atmosphere, so that students can easily form a sense of learning, know how to accept learning or discover learning, and easily experience the joy after successful learning. In particular, it is worth mentioning that "there is specialization in the technical field", and specially trained teachers are the main body of this environment. This is the most important and critical internal condition of classroom teaching. They are virtuous, knowledgeable and have profound professional knowledge. They also have a superb level of teaching art, not only knowing what to teach, but also knowing how to teach; It can not only guide students' learning behavior, but also guide their healthy psychological development. This advantage is most prominent only in classroom teaching. 6. The classroom has rich teaching capacity-providing students with sufficient development space. Learning in the classroom not only allows students to absorb knowledge by themselves, but also integrates and develops students' abilities, intelligence, non-intelligence and personality. In other words, the new curriculum is not "knowledge-based" teaching, but "personality-based" teaching. The new curriculum also requires the teaching capacity of each class to reach the highest level, so that students can get the greatest development. This requirement can only be achieved through classroom teaching. 7. Classroom teaching has a powerful promoting function-a powerful driving force to promote students' physical and mental development. The essential function of education is to promote the all-round development of students. Classroom teaching, extracurricular activities and extracurricular activities can all promote students' quality development, but classroom teaching is the biggest motivation. Because it can integrate social quality and psychological quality, and promote students' all-round development with high intensity. Classroom, teachers, teaching conditions and teaching process are all designed for the all-round development of students. All teaching is carried out in accordance with the teaching plan formulated by the state, the laws of education and teaching and the laws of students' physical and mental development. Obviously, the most powerful and effective driving force for students' development is classroom teaching. (2) Classroom teaching ability is the core element of teachers' ability structure. Social reality clearly shows the obvious differences between teachers in teaching level and teaching effect. What is the reason? There are many reasons, such as teachers' morality, intelligence, non-intelligence, etc., but the most direct reason is that their teaching ability level is different. Teaching ability is the key factor of teaching quality. Therefore, it plays an important role in the structure of teachers' ability and is the core element in the structure of teachers' ability. 1, teaching ability is a direct tool to complete teaching tasks-it determines the quality of classroom teaching. Teaching has a task and students need to develop. Who will finish the work? There is no doubt that the answer is teachers. What makes a teacher? With teachers' good personal comprehensive quality. A class, from the beginning of the class introduction and the application of teachers' teaching introduction ability to the end of the class and the application of teachers' teaching termination ability, must be completed under the influence of teaching ability. In other words, the whole teaching process is completely under the control of teachers' teaching ability. Therefore, it is superficial and the only direct tool to complete the teaching task. This tool is a direct weapon to "hold hands" with students, which determines the time and outcome of "solving the battle". If the "weapon" is excellent, it is "three strikes and five points" and "cut the gordian knot"; If "weapons" are not good, then "love the battlefield" and "can't attack for a long time." Therefore, teachers' teaching ability determines the whole teaching quality. 2. Teaching ability is the concentrated expression of teachers' various quality levels-it determines teachers' comprehensive quality level. Teaching ability does not exist in isolation, it is closely related to many qualities of teachers. The teaching ability shown in the classroom is a reflection of teachers' other quality levels. For example, the level of teachers' teaching design ability reflects the level of teachers' teaching ideological quality; The level of teachers' teaching organization ability reflects the quality level of teachers' teaching theory; The comprehensive teaching ability of teachers reflects the knowledge structure and quality of teachers. Therefore, teaching ability is the concentrated expression of teachers' comprehensive quality. 3. Teaching ability is a teacher's professional ability-reflecting the essential characteristics of teachers. All walks of life have their own professional abilities. For example, workers' professional ability is productivity, farmers' professional ability is farming ability, and doctors' professional ability is healing ability. Then, the professional ability of teachers is beyond reproach. Teachers' teaching ability is the core symbol of teachers' quality, and its size determines teachers' teaching level. Teaching ability is a unique ability of teachers' profession and an essential symbol that distinguishes them from other professions. Third, how to improve classroom teaching ability (1) and improve the ability to control classroom teaching. Teachers' ability to organize and control classroom teaching is the fundamental guarantee to complete teaching tasks and achieve educational goals. Therefore, improving teachers' ability to control classroom teaching is the key to improve the quality of classroom teaching. Classroom teaching control is a process of properly and reasonably regulating the main variables (teachers, students, teaching materials, teaching methods, etc.) in classroom teaching. ), so as to stimulate students' attraction to knowledge and make them learn smoothly along the teacher's ideas. Its basic structure is as follows: teachers receive information-teachers process information-teachers inspire information-students receive information-students process information-students output information. It is not difficult to find that there are many factors that affect classroom teaching control, among which the external environment of classroom teaching, the actual level of students and teaching materials will all have an impact on classroom teaching control. Teachers' level is the main factor affecting classroom teaching control. In this process, teachers always play a leading role. So how can teachers improve their classroom teaching control ability? 1. Improving teachers' self-cultivation level is mainly manifested in teachers' ability to restrain their emotions, appearance and behavior in classroom teaching. This is the fundamental premise to realize classroom teaching control. Kalinin, a famous educator, once pointed out: "An educator must restrain himself well. He should feel that his every move is under strict supervision, and no one in the world has ever been so strictly supervised. " Teachers' mood, appearance and behavior directly affect the formation of harmonious classroom atmosphere and the realization of teaching effect. Classroom teaching should be passionate. If the teacher's language is concise, humorous, cordial, and the tone is cadence and appropriate, students will quickly enter the problem situation under the infection of this emotion. On the other hand, if the teacher is out of control and easily angry, students will be anxious; If the teacher is listless and dictation casually, then the students will be depressed and the reaction in their hearts can only be stagnation; If the teacher's mood is excessive and his voice is always high and excited, students will be easily tired and numb, and then have rebellious psychology. In all these cases, it is difficult for students to have emotional resonance with teachers, which affects teachers' control of the classroom. Similarly, if the teacher's gfd and manners are rude, it will also distract the students' attention and affect the classroom atmosphere. Therefore, teachers should first strengthen their self-cultivation level. 2. Improving teachers' language ability Classroom teaching language is a working language, which is restricted by teaching rules and dominated by the nature of various disciplines. In teaching, the way and quality of teachers' language expression restrict the way and efficiency of students' intellectual activities. Scientific use of teaching language is the guarantee to realize classroom teaching control. Classroom teaching language should be scientific. One of the main tasks of classroom teaching is to impart systematic scientific knowledge to students. Therefore, classroom teaching language must be scientific, accurate, concise, orderly and logical. Classroom teaching language should be enlightening. In teaching, whether it can stimulate students' positive thinking, open students' thinking and guide students to acquire knowledge independently and actively is the key to realize classroom teaching control. Therefore, the language of classroom teaching must be enlightening, arouse students' desire for knowledge through enlightening language, and give proper instructions to what students want to know but don't know, so as to get to the point of the problem and leave room for students to think. Classroom teaching language should be vivid. Teachers should be good at using image language to stimulate students' creative thinking and stimulate students' rich imagination. 3. Improve teachers' adaptability. In classroom teaching, teachers are also required to have the ability to deal with all kinds of emergencies, grasp the feedback of students' acceptance of knowledge at any time, and deal with it in time. Find out their hopes and difficulties, and adjust the teaching rhythm in time according to this information to make it moderately relaxed. Or insert it in a roundabout way, slowly lead it to the center of the textbook, or even more different, adjust the original ideas in the lesson plan and change the perspective of telling. Especially for the fleeting and valuable information among students, we should capture it in time and make rational use of it. 4. Improve the ability to use teaching methods and various teaching media flexibly. To realize classroom teaching control, teachers must be able to flexibly choose teaching methods and means according to various conditions, and strive to use heuristic teaching methods and advanced teaching media, such as making multimedia teaching courseware by means of audio-visual education, so as to make the teaching content more vivid and intuitive. It can also pay equal attention to various teaching methods, improve teaching quality, and activate classroom atmosphere, which is beneficial to classroom control. In a word, paying attention to improving teachers' ability to control classroom teaching will certainly receive good teaching results. (2) Ways to improve classroom teaching ability Our school has always attached great importance to the construction of teaching staff. Especially in recent years, the school has always regarded building a team of teachers with reasonable structure and excellent quality as the top priority of running a school, and introduced a large number of new teachers throughout the country. It has greatly enriched the teaching staff of our school, basically young people who have just graduated from colleges and universities. They are enthusiastic, energetic, not conservative and dare to reform and innovate. Schools also try to provide more platforms for the growth of new teachers. There are already forms such as mentoring system, new teacher lecture contest, teacher skill contest, class evaluation by an evaluation team, inviting experts to come to the school for guidance, and going out to study. Most teachers' classroom teaching ability is constantly improving, and their teaching results are ideal. Basically, their growth can be summarized as follows: 1, independent thinking and learning training. In the face of curriculum reform, teachers should learn to think alone, that is, seriously reflect and summarize. Independent thinking is the fundamental way to improve teachers' teaching ability. Nowadays, teaching challenges teachers' teaching ability. How to transform their teaching ideas into teaching behaviors, better teach their own things to students and promote their all-round development is a problem that teachers should think deeply about. Only by thinking independently can teachers have a deeper understanding of teaching objectives and teaching ability, deepen their study and innovation, analyze and solve problems independently, and make continuous progress in the process. For example, if a teacher wants to prepare a lesson, he must first understand the teaching materials independently, grasp the spirit of curriculum standards and teaching reference, and then independently design a teaching plan that conforms to his own teaching level and students' reality according to his own teaching ability and students' foundation. Such a process depends entirely on teachers' own accumulation and their own talents, so it is teachers themselves who can be improved. 2. Reference feelings. Learning from others' experience is an important way to improve teachers' teaching ability, but learning from others' experience is not copying, imitating or copying. Learning from others is not to borrow "standard" but to realize "essence", nor is it "learning from the East" (see Zhuangzi Yuan). Beauty Shi is ill, frowning and holding her heart. The ugly girls in the same village saw it and thought their posture was beautiful. They also imitated her appearance, but it was terrible. Later generations called this ugly girl Dong Shi, and the effective metaphor of Dong Shi is random imitation, which has a very bad effect. As a new teacher and a novice in classroom teaching, we should learn from experience with an open mind, go into the classroom and listen to different types of teachers. We suggest that new teachers attend classes first, consult experienced teachers with an open mind, understand the true meaning of classroom teaching, and form their own teaching style by combining what they have seen and heard. 3. Promote peer exchanges and cooperation. Communication and cooperation are the main components of teachers' teaching behavior. In teaching, we need not only competition consciousness, but also cooperation. With the rapid development of information dissemination, new requirements are put forward for teachers' quality, among which effective communication with others, unity and cooperation, active participation in social activities and courage to take responsibility are the basic requirements for teachers in the new period. Teacher cooperation is an effective way for teachers to improve their teaching ability. Teachers can get psychological support through exchanges and cooperation, and share successes and problems together; Through exchanges and cooperation, we can get teaching information and inspiration from colleagues and generate new ideas; In the process of cooperation, teachers have a subtle influence on students, showing them that cooperation is beneficial in silent language, and teachers are also practicing their own beliefs; As a collective, teachers can achieve more results through cooperation than through personal efforts; By analyzing materials, planning and working together, you can reduce your burden. Therefore, communication and cooperation with peers is another important way to cultivate and enhance teachers' ability. 4. Explore in classroom practice. Teaching ability is acquired and improved in practice. Practice is the only criterion for testing truth. Therefore, practice has become an important way to form and develop teachers' teaching ability. Classroom is the frontier of educational research. Theoretical practice, applying the theory of basic education curriculum reform to practice, is a test of the theory learned. Such a virtuous circle system can continuously improve teachers' teaching ability. 5. Advance in reflection. (1) reflect on whether the channels for the formation and improvement of teaching ability are smooth-"open source and help flow". The purpose of reflection is: to analyze the obstacles to the formation of teaching ability, and to "open source" by eliminating these obstacles; Analyze the causes of channel blockage and "help the flow" by getting through. (2) reflect on the advantages and disadvantages of various teaching abilities-"learn from each other's strengths". Through analysis and hard work, the strong will be stronger and the weak will not be weak. (3) Reflecting on the effectiveness of various teaching abilities-"Give consideration to both high and low" Through analysis and efforts, the high teaching effectiveness continues to be high, and the low teaching effectiveness is no longer low. Reflection can be divided into three stages: pre-class reflection: this stage is to prepare lessons and predict students' reaction and learning situation, so by combining after-class reflection: repeatedly train your prediction ability to make it more accurate. Classroom reflection: observing students' reactions in the classroom and quickly formulating teaching strategies require good on-site experience, which is what novice teachers lack most. Reflection after class: Make a comprehensive review of the last class after class, such as: Is it appropriate to ask questions? How is the activity participation? Student acceptance, etc. , as the basis for the next course arrangement. For example, first of all, teachers have a question mark in their hearts because of questions: "Why is Xiao Ming always inattentive in class?" In this case in class, we can't help scolding students. In fact, students who are full of frustration have lost interest in learning because of our scolding. In order to solve this problem, teachers can first find out the possibility by thinking about it, and then find a way to solve it. Possibility one. The child may have a physical illness. Possibility two. Children may not understand, so they can't concentrate. Although the students in the class are all about the same age, they may be at different stages of cognitive development, some may have reached a specific thinking period, and some are still in the pre-thinking period, so it should be more effective to choose the most easy-to-understand way of explanation and use practical operation instead of dictation. In short, in middle school education, teachers shoulder great responsibilities. However, teachers' classroom teaching ability can be improved as long as they have professionalism, practice basic skills, be good at thinking and be good at in-depth teaching.