Ye Lan, a famous contemporary educator, is a tenured professor of East China Normal University, a doctoral supervisor, the director of the Institute of Basic Education Reform and Development of China Normal University, the vice president of China Education Association, and the convener of the evaluation group of pedagogy of the State Council Academic Degrees Committee. Ye Lan believes that there is no absolute standard for the basic requirements of a good class, but there are some basic requirements. As far as the "new basic education" advocated by her is concerned, it is roughly manifested in five aspects. That is, we can strive to achieve "five realities": reality, reality, wealth, equality and truth. First, a good class should be a meaningful class. For students, at least learn something, and then they can further exercise their abilities, and then develop into a good and positive emotional experience, thus generating a strong need to continue learning. A meaningful class is a solid class, not a lively class. Second, a good classroom should be an efficient classroom. First, on the other hand, how many students in the class are efficient; The second is the efficiency level. Without efficiency, it is not a good class. An efficient class, that is, a substantial class, is a class with content. Third, a good classroom should be a living classroom. In other words, a class is not entirely the result of presupposition, but the exchange of true feelings and wisdom between teachers and students in the class. This process has both resource generation and process state generation. This kind of class can be called rich class, which is rich in content and active in many aspects, giving people inspiration. Fourth, a good class should be a normal class. The value of the classroom lies in producing many new things through the collision and discussion between teachers and students. Such a class is called a prime class. It is necessary to downplay open classes and attend more seminars. No matter who is listening to the class, the teacher should be like everyone else, with only students in mind. Fifth, having achieved the above points, this class should be a class to be improved. Can't be perfect. It should be a real, unadorned, reflective and reconfigurable course. If it is true, it is flawed. Shortcomings are only real indicators. This class can be called a real class. "Five realities" is not a perfect evaluation standard, but in the process of pursuing "five realities", teachers have improved their professional level, broadened their horizons and enjoyed all the happiness and wisdom of teaching as a creative process. The standard of a good class is 1. A good class should be a "learning class" first, not a simple "teaching class". A good class gives people the feeling that both teachers and students are learners, both surpassing themselves and helping and communicating with each other. Students can not only see the results of teachers' thinking, but also see the process of teachers' thinking and exploration. Teachers should not pretend to teach others, and students should not pretend to wait for the teacher to "preach". In a good class, teachers are first learners (scholars), then guides, and finally managers and leaders. Such a class is a good class needed by a "learning society". 2. A good class should be an "independent class" rather than a simple "executive class". A truly excellent teacher should be a planner rather than a simple executor, a veritable engineer rather than an "educational technician". On the premise of following the requirements of the syllabus and the basic principles of education and teaching, he should have his own education and teaching ideas, and be able to independently plan a class, a week class, a semester class and a year class. If the teaching activities are planned by a few people and implemented by many people, this kind of class is at best a replica of mass production and inevitably lacks creativity. Many people think that the task during study is only to accept, and they need to create when they work in the future, but they don't know that creativity is a kind of mentality and way of thinking developed from childhood. If classroom teaching is not creative, it will inevitably cultivate students' repetitive thinking mode and uncreative personality, and it will be difficult to be creative in the future. 3. A good class should be personalized, not standardized. Without personality, there is no creation. On the premise of observing the basic principles of education and the syllabus, teachers should be allowed to have their own teaching characteristics. It is dangerous to encourage mediocre people to evaluate whether a teacher's class is excellent in a unified and comprehensive way, because many innovations often give people the initial impression of being "one-sided" and "extreme". A good lesson should be a point in the network, not a point in a straight line. Now, to evaluate the quality of a class, we often first look at whether the teaching goal has been achieved, but this goal is stipulated by the faculty or superiors and is linear (that is, mechanical "knowledge points" and "chapters pass"). First of all, we should investigate the students to see if the children have really developed. It should be "people-oriented" rather than "knowledge-oriented"; It should be "eyes down", not always "eyes up"; It should be "True Color" rather than "a play" carefully rehearsed. The main position of improving teaching quality lies in the classroom, and the key lies in the teachers. Classroom teaching is a two-way communication and interaction between teachers and students. Teachers are the guide of students' learning, the guide of students' development, the organizer of classroom teaching and the equal (equal chief) participant, occupying a dominant position in teaching. Students are the main body of autonomous learning, cooperative learning and inquiry learning in classroom teaching. So what is the standard of a good class? 1. Teachers should pay more attention to the cultivation of students' attitudes, the nourishment of emotions, the formation of beliefs and the integrity of personality. Pay attention to the healthy growth of students all their lives, not just the cognitive goal of teaching. 2. Teachers change the original plan at any time according to teaching practice and adjust teaching activities and processes, instead of strictly implementing detailed, systematic and complete teaching plans. 3. Teachers regard textbooks as part of the information exchanged and talked with students, not as the golden rule. Teachers should not only "read through" textbooks, but also preach them accurately. 4. The teaching atmosphere is not deliberately created, but naturally generated in the activities of mutual understanding, mutual respect and mutual cooperation. Teachers' activities are not only on the platform, but often go among students and give them care and help like friends. 6. Teachers praise students not to enliven the atmosphere or encourage students to cooperate with the teacher's teaching process, but to express their inner desire, appreciation and admiration. 7. Teachers should focus on every student and be full of expectations for all students, so that every student has the opportunity to perform and experience the joy of success. 8. The success of teaching lies not only in the achievement of predetermined goals and the solution of problems, but also in the emergence of new goals and new problems. Teachers and students enter the classroom with questions and leave the classroom with new questions. 9. Teaching may not be completed in every class, and the scheduled tasks have been completed, but in fact, temporary problems have been solved and unexpected results have been achieved. 10. Teaching is a part of life and the music of life for teachers and students. Life-oriented teaching activities can make teachers and students appreciate the rich flavor of life. When I was at school, a teacher once said: As a teacher, if you have a glass of water and you can give students a glass of water in a class, then this class will be more successful, and you are a good teacher; If you have a glass of water, but you can let the students have a bucket of water, then your class is very successful and you are a good teacher; If you have a glass of water, you can only give the students a drop of water. You can only say that your class is a failure. Now the school doesn't need a teacher like you. I think a good class is the result of the cooperation between teachers and students. Without the efforts of either side, it can't be called a good class. Today, as a teacher, I will talk about my understanding of a good class. First, the preparation before class must be sufficient. Before the lecture, the teacher must prepare the glass of water that you should have. What should this glass of water include? From my personal point of view, first of all, the content analysis of the textbook is accurate, the key points and difficulties are clear, and the goals are clear. I know what students should learn, know and understand in this class. Secondly, I know the current situation of students' knowledge like the back of my hand, and I can simply explain how much knowledge students have mastered, which places are lacking and which places are well mastered. Second, in the teaching process, pay attention to cooperation with students, and teachers put themselves in the position of guides to guide students to learn new knowledge independently. Let students have a kind of knowledge, which is the feeling I discovered by myself, and let knowledge become a part of my efforts. This is also my simple understanding of the new curriculum standard. Thirdly, after-class treatment, to understand the students' mastery of this class, we can find the shortcomings, strengths and highlights of this class, which is necessary as the teaching experience of the next class.