According to my own teaching experience, the author puts forward several effective methods to improve the teaching effect of politics under the new curriculum reform. In political teaching, we should organically combine political theory with concrete practice, use emotional teaching and multimedia-assisted teaching to deepen students' understanding of knowledge, and pay attention to using feedback information in the teaching process to improve the teaching effect in an all-round way. Keywords: emotion; Non-intellectual factors; Since the new curriculum reform, the current political teaching in middle schools is still on a rigid teaching track to some extent. Teachers talk nonsense in class, explain the main points of knowledge, students review and recite the main points, and try to answer the main points word by word in the exam. The students learned only a few dogmas through the political class. They don't know what is used in reality and how to use it. They even feel that they are in contradiction with reality and useless, thus dampening students' enthusiasm for learning. No wonder many ideological and political teachers shouted out the sigh that "politics class can't be attended". So, how to have a good ideological and political course? According to my own teaching experience, I think we should start from the following aspects. First, starting from the characteristics of political lessons, organically combine political theory with concrete practice. Political theory is generally abstract, from theory to theory, students certainly don't like to listen. In order to make students better understand knowledge, develop their abilities and improve their consciousness, I integrate the reality of life, society and students' thoughts into teaching, and ask students to explain reality with the theories they have learned and apply them to practice. 1, connecting with social reality. Major current events at home and abroad and hot and focal issues of general concern to the people of the whole country should be enriched into the teaching content in a timely and appropriate manner, based on the teaching materials, and not limited to the teaching materials. For example, learn about major current events at home and abroad from CCTV news broadcast, focus interview, Oriental Time and Space, world report and other fixed columns, and learn about China's basic national conditions, the party's major principles and policies, and the great achievements made in reform and opening up. Good content can be recorded or picked up for later use. Students not only learned knowledge, but also received education in patriotism and collectivism, and achieved good results. 2. Contact the students' ideological reality. Political teaching has a task, and that is to improve students' ideological consciousness. In teaching, we can combine students' vague or even wrong understanding and carry out teaching with a clear aim. In teaching, teachers should combine students' ideological reality, not just talk about empty truth. They can ask students to talk about their views and understanding first, and then analyze them in a controversial way and point out their mistakes, which can effectively guide students to establish a healthy and correct ideology. Second, use emotion to enhance the teaching effect of ideological and political course. Ideological and political teachers use emotion to enhance teaching effect. First of all, they should use their true feelings to mobilize their emotions. By strengthening self-cultivation, brewing emotions; Study hard and tap emotions; Simply put, convey emotions. Secondly, through classroom discussion, extracurricular practice and other activities, stimulate students' emotions. Finally, teachers express their feelings through scientific, artistic and inspiring language. Teachers' emotions are mainly expressed through language, which is the coat of the soul, the messenger of emotions, and the tool for exchanging ideas and expressing emotions. Using appropriate teaching language can fully express teachers' own emotions contained in the teaching content, so as to stimulate and cultivate students' emotions most effectively. Third, create scenarios, establish students' subjective thoughts, and enhance students' awareness of participation. The effectiveness of teaching often depends on whether students can enhance their cognitive process, give full play to their subjective initiative, and turn "I want to learn" into "I want to learn", thus transforming external knowledge into internal quality. "Giving fish" can only be a full meal, and "giving fish" can be used for life. If teachers don't work hard to let students learn to walk by themselves, students will never learn, and they will always rely on teachers as crutches. Therefore, we must give students the initiative to learn and let them become the protagonists in teaching. Teachers should change from "teaching" to "leading" and from "teaching" to "guiding". Teachers' task is to create all conditions in teaching and do everything possible to realize students' dominant position. Educator Tao Xingzhi said, "I think a good teacher is not teaching, not teaching students, but teaching students to learn." This sentence shows that teaching should be the unity of teachers' leading role and students' dominant position. In teaching, we should choose teaching methods scientifically and flexibly, supplemented by multimedia teaching means, so that students can use the five senses and participate wholeheartedly in the whole teaching process, so that political lessons not only have words and sounds, but also images and animations, so that students can receive more information and understand knowledge more thoroughly in one class. Teaching should be to induce students to doubt and guide students to dispel doubts. More questioning can stimulate students' interest in learning. After asking questions, students must be given time to think. Some questions are biased in the process of answering, which can be guided and must not be replaced by others. Fourthly, the use of multimedia-assisted teaching helps students to deepen their understanding of knowledge. Foreign studies show that people can remember 15% of the knowledge gained from listening through language forms; 25% of the knowledge gained from vision can be memorized; Using acousto-optic synchronous equipment, combined with hearing and vision, the content that can be remembered can reach 65%. Political theory is generally abstract and boring. If the teacher only explains in a monotonous way, it is easy to bind the students' thinking and make them tired and distracted. When teachers teach new knowledge, if they can use multimedia technology to infiltrate and use advanced computer multimedia tools such as computers, projectors, touch screens and electronic whiteboards to show students electronic courseware that integrates pictures, texts, sounds and images, the abstract and boring knowledge principle will become easy to understand and concrete, which will help students understand and master the knowledge content, thus achieving the twice the result with half the effort. Five, for all students, pay attention to the cultivation of non-intellectual factors. Under certain conditions, intellectual factors and non-intellectual factors promote each other. Students with the same level of intelligence sometimes have a big gap in their academic performance. The main reason is that non-intelligence factors hinder the effective development of his intelligence, such as poor learning enthusiasm and poor self-discipline ability. Therefore, cultivating students' non-intelligence factors can effectively improve the quality of teaching, especially the quality of classroom teaching. Some junior high school students are weak-willed, unable to bear hardships, love to imitate, lack the ability to distinguish right from wrong, and are easily disturbed by the outside world. Therefore, teachers should attach importance to their own personality cultivation and influence and motivate students in a positive way. Some students lack fighting spirit, their study enthusiasm is not high, and their grades are not ideal. They are easy to feel inferior and suspicious. In order to attract attention and satisfy vanity, they often like to "put on a show" in class. If we just criticize such students blindly, it will only increase the depressed mood, and even form a rebellious mentality, specifically targeting teachers and affecting classroom teaching. Therefore, the cultivation of poor students mainly starts with non-intellectual factors, takes "love" as the principle, grasps their own personality characteristics, tries their best to appease, care for and love, and gives more encouragement. Give patient guidance in learning, fully affirm their progress, help them build up confidence and focus on the classroom. 6. Paying attention to teaching feedback and doing homework evaluation is an important means of classroom teaching feedback and an important link to improve the quality of classroom teaching. Homework evaluation is the continuation of correcting homework. High-quality homework evaluation requires teachers to make full preparations in advance: correcting records, commenting on evaluation schemes, indicating details, sketchiness, not talking, and being good at grasping typical mistakes and representative topics. Homework evaluation is also timely. As the saying goes: strike while the iron is hot. Timely comments can help students correct their mistakes in time, rethink on the basis of their original homework, find out their own knowledge gap and wrong thinking habits and methods, better grasp the accuracy of knowledge and deepen their mastery. Homework evaluation needs students' active cooperation. For a long time, many students regard finishing homework as "homework" assigned by teachers. Homework handed down only depends on comment on writing, without checking the cause of the error, let alone correcting it. Some good students, although they notice mistakes, often correct them without delving into them. Over time, they have developed the bad habit of not thinking independently and muddling along. Therefore, when correcting homework, we should fully mobilize students' enthusiasm, not just give correct answers mechanically, but pay attention to teaching students how to solve problems. Controversial issues can be discussed by students and expressed by teachers. Deepening the understanding of the old and new knowledge in the discussion and strengthening the connection between the old and new knowledge are conducive to filling the gap. 2. Tu Jinyun: "Let's Return Our Political Classroom to Life" and "Reference for Political Teaching in Middle Schools",No.1No.3, 2005. Yang Shouxue: Building a Green Classroom with Teacher-student Interaction and Common Growth, Reference of Ideological and Political Teaching, No.4 1 2007. Miao: "Innovating teaching ideas and improving teaching quality"