At present, primary and secondary education is discussing the effectiveness of teaching. The so-called "effectiveness" mainly refers to the concrete progress or development that students have achieved after a period of teaching. The core of effective learning is the benefit of teaching. The Guiding Outline of Kindergarten Education points out: "Kindergarten education is an important part of basic education and the basic stage of school education and lifelong education" and "it must be connected with primary schools", which shows that classroom teaching in kindergartens also needs to consider the issue of teaching effectiveness. The curriculum of "experience, inquiry and communication" in kindergarten has been implemented for one school year. The new curriculum has set off a new climax of kindergarten curriculum reform with the implementation strategy of "children's experience and exploration first and then teachers' promotion". Teachers gradually infiltrated this educational concept into education and teaching activities, and the theme area teaching method was gradually accepted and supported by teachers. With the deepening of thematic regional activities, how to improve the effectiveness of classroom teaching is also in front of each of our teachers. How to implement effective teaching, I wonder if we can start from the following aspects: First, choosing effective sex content is the intermediary element of education, and whether the content is appropriate directly affects the teaching effect. The choice of content should be suitable for children's current level, meet their actual needs, and be close to children's lives and things and problems that children are interested in. In other words, according to the educational objectives, combined with the development needs of the children in this class and their development level and life experience, the best effect can be guaranteed. Secondly, the creation of effective situation has the characteristics of intuitive image, and kindergarten education takes games as its basic activity. Therefore, it is very important to create intuitive, vivid and vivid situations to attract children's attention and stimulate their interest in learning and desire to explore, such as "knowing the calendar" in mathematical activities. Calendars can be seen everywhere in children's lives, but children are not interested in the content of the calendar itself, because there are only boring Arabic numerals and simple words on the calendar, and the colors are not bright. Therefore, if the teacher directly uses the calendar in life to organize children's learning and understanding, it will definitely not have a good teaching effect. However, if the teacher designs a cute baby with multimedia animation, an anthropomorphic baby image will appear, so that the child can discover the baby's secret. The creation of this situation conforms to the age characteristics and cognitive rules of children, which not only activates children, but also attracts their intentional attention and stimulates their strong desire to explore the baby secrets in the calendar. Third, to provide effective activity materials for kindergarten teaching, with games as the main means, teaching materials are essential, so teachers should first consider their value to this teaching activity when choosing materials. That is, it can help children to understand knowledge, master methods and develop their abilities, help to show the process of knowledge generation and promote children's development of services; Secondly, the selection of learning materials should also be simple and effective, try to use local materials and use one thing for multiple purposes, and determine learning materials by solving a problem in one activity. Fourth, the problem of effectiveness and guidance "The collective activities guided by teachers should ensure the active participation of children and avoid hidden waste of time. "In every teaching activity, the teacher will set some questions for the children to answer, so that the activity can be deepened, and the effective development of the activity can not be separated from the guidance of the teacher, because only effective questions and appropriate guidance can make the activity effectively carried out and achieve the teaching goals. Therefore, every question raised by the teacher is well thought out and predicted. Such as large class art activities: painting fish. A child only drew some small fish, which were evenly distributed and the theme was not prominent. The teacher said, "Would you please draw that big fish again?" Then the teacher walked away. The child looked at the picture. There is no place to draw a big fish. He was at a loss until the end of the teaching activities. What will happen if the little fish sees his mother coming? Children may say kiss their mother and let her come to the side, "then let the mother fish swim to the side", indicating that they can draw a big fish among the small fish. At the same time, teaching children how to distinguish the mother fish from the small fish (such as using thick black lines or colors) will naturally enrich the picture. To achieve the effectiveness of classroom teaching, there are still many aspects that we need to think and practice, but teachers need to pay attention to and respect children, understand their interests and needs, support their age characteristics and the laws of physical and mental development, and take children as the main body; After the activity, teachers are good at reflection, self-questioning, self-answering, finding problems, and studying more in one class, so that the teaching effectiveness can be truly implemented.