There is a common phenomenon in Jing Zhiqiang's classroom teaching, that is, the teacher's class is full and the homework after class is full, which makes the students breathless. As a result, teachers are tired of teaching, students are difficult to learn, parents are worried, and the effect is not satisfactory. In the new round of curriculum reform practice, I was fortunate to meet Professor Guo of South China Normal University, the founder of student-oriented education. Under the influence of Professor Guo's student-based education idea, I boldly reformed the classroom teaching method, changed the teacher's teaching into the students' learning, and tried the student-based teaching. Over the past two years, Professor Guo has visited our school many times, and my teaching methods have been well received by students. My desire to be efficient and light on responsibility has basically come true. My practice has aroused great concern throughout the country. Tens of thousands of teachers from all over the country came to observe my classroom teaching. I was invited to give more than 200 lectures in more than 20 provinces and regions, and the response was enthusiastic. First, it is human nature and innate to return the right to study to students. As long as students get scientific enlightenment education, they can learn and learn. Professor Guo's student-oriented educational thought inspires me that students must be highly respected and fully relied on in teaching, so that students should not only be willing to be participants in learning, but also be good at being organizers of learning. Before each class, I will prepare a "preview outline" and send it to every student, asking them to sort out the relevant basic knowledge before class and finish the training questions on the outline independently. Before class, fully browse the preview outline that the students have initially completed, understand the learning situation and return it to the students in time for their use in class. In class, I give the podium to the students, and the students are free to show it on the podium. Teachers and students discuss, summarize and write on the blackboard. Let the students exchange the study outline completed before class on the projector and tell their own ideas and methods of solving problems. In fact, this is a demonstration of students' understanding of books, and it is also a communication platform to stimulate students' interest in learning. The teacher's dull knowledge presentation process has become a vivid and valuable learning experience for students. If student B thinks that the knowledge summarized by student A on the projector is incomplete or the result of solving the problem is incorrect, he can directly show his induction or result on the podium. If student D thinks that student C's explanation is inappropriate, he can also state his own opinion. As long as students have different ideas, they can speak freely on the stage, discard the false and retain the true in warm exchanges, and brainstorm. When encountering intractable diseases, teachers are not eager to throw clever ideas, but create situations to guide students to turn the difficult into the easy, simplify the complex into the simple, and get out of the predicament independently. In the process of students' telling, the teacher just intervened in time and pointed out the maze, which played the role of attracting but not sending. Students learn to think in the practice of solving difficult problems. I ask students to show their thinking process and ask why. Fully reveal the motivation of thinking, so that everyone will never attend the meeting, from no clue to clear thinking, and solve the ins and outs of the problem. The achievements made in the difficult exploration are often easily engraved in the brain information base. Only by tempering in this way and encountering strange problems again can we meet our own needs and be flexible. Suhomlinski believes that education is not preaching with truth, but arousing the collision between students' wisdom and mind and arousing their emotional experience. In daily teaching, we should pay attention to guiding students to find ways to solve their learning difficulties. Students who can't learn have a thirst for knowledge, while students who can learn have a desire for expression. The teacher teaches without teaching, and only explains the key points. In short, if the classroom is returned to the students, the teaching will be full of vitality. Traditional teaching is like a train, all carriages depend on the front, and the whole class of student-based teaching is like a EMU. Every student is the driving force of learning. With the concerted efforts of Qi Xin, the EMU runs fast. A teacher doesn't have three heads and six arms, let alone a thousand hands of Guanyin. Only by tapping the potential of each student in the class can we reap fruitful results. Second, give the evaluation right to students' exam-oriented education. Evaluating students' learning only by scores and pursuing short-term results unilaterally lead to quick success in teaching. In student-based teaching, I comprehensively evaluate the results of self-evaluation, group evaluation, class evaluation and teacher evaluation, so that the evaluation can accompany the teaching process at any time, thus guiding students to change from caring about scores and rankings to paying attention to learning methods and processes, and paying attention to knowledge acquisition and ability improvement, thus prompting students to develop good study habits and learning mentality and actively participate in learning activities. (1) Self-rated students reflect on their learning situation in time, find out the existing problems, actively make up for the deficiencies, and change the phenomenon of "learning without thinking". (2) Set up study groups and carry out group activities. Every student belongs to a study group. If there are problems, discuss them in the group first, learn from each other through mutual assistance and progress, learn from each other's strengths and make progress together. (3) Class evaluation In the teaching process, the judges set up by the class evaluate the students' participation activities, and correct and improve the fallacies and loopholes in students' cognition in time. The students' methods are wonderful, and other students often give them warm applause. The recorder will record the extra points as the accumulation of usual grades. Everyone's applause is effective encouragement, the sense of accomplishment will be greatly satisfied, and the interest in learning will be stronger. Let the teaching process become a process of constantly encouraging students to exert their greatest potential. This kind of opportunity is equal to the whole class. They can find themselves in teaching activities, reflect their self-worth, and also find recent examples of learning, forming a good situation of catching up with each other. (4) Teacher evaluation is accompanied by teachers' random evaluation and objective evaluation. Diagnostic teacher evaluation will develop the problems existing in students' learning, while encouraging teacher evaluation will improve students' confidence and promote their development. Teachers are particularly concerned about "students with learning difficulties" and the problems they face in their studies. (5) The purpose of assessment is similar to physical examination, which can find problems and finally help students solve them. Don't judge success or failure by exam results, divide students into good and bad grades. Scientifically set examination questions, check the feedback of teaching and learning through timely, moderate and moderate examinations, and ask students to take the examination as a mirror to detect the progress and existing problems in their study, make an objective evaluation of their study and formulate measures to improve their study. Giving students the right of evaluation is based on their trust and dependence. The method is to mobilize students, organize students and formulate scientific multi-dimensional evaluation criteria. The core is to let every student find his own strengths, feel his own progress and listen to the voice of growth, so as to enhance self-confidence and increase the motivation of learning. 3. Giving students the right to develop is based on having students in mind. Everything starts from the needs of students. The starting point is to pay attention to the growth and progress of every student, and the purpose is to find ways to make every student progress. Therefore, in student-based teaching, I insist on the progress and development of students as the premise and destination of all education and teaching work, always put the mobilization of life enthusiasm in the first place, firmly believe that "the quality is good, there is no need to take exams", get rid of the pressure of grades and short-term behavior calmly, and don't dwell on the advance and retreat, gains and losses of a certain stage (link), enlighten life in classroom activities, enlighten life, don't impose the will of teachers on students, and actively release the shackles of students. Let the subject of life learn to learn to study, think, cooperate and be a man in academic activities, and lay a solid foundation for his lifelong development. In my undergraduate mathematics teaching, students get not only mathematical knowledge, but also mathematical literacy, oral expression ability, social skills, cooperation ability, as well as the cultivation of healthy psychological quality and sound personality. Focusing on the fruits of life growth and maturity, it has received unexpected results. Many graduating classes I have taught have achieved considerable results in the college entrance examination. Jing Wenhua, a student, said in a message to me: I never thought math could be learned like this. I used to do problems by feeling, but now I have a clear head, a clear direction, a good image and a vivid feeling. It's hard to forget. Your math class is for us to learn vividly, not to instill it in us. A student wrote on my blog: "In the past, my teacher asked me to learn. Student-based teaching is to stimulate inner curiosity, and it is the desire to learn that makes you enjoy learning. It is this power that has won me satisfactory results. " I used to be tired of learning and didn't listen to lectures in class, but now the strong teaching atmosphere urges you to speak (dare to express your views-right or wrong). My ability has been greatly improved, and student-based teaching has left a deep impression in my heart, which will change my life. Students who have graduated from college left a message in my blog: "Teacher Jing: After reading your blog, you can see that the students have started a prairie fire!" " I really hope to go back to senior high school, senior three and our common classroom. I really miss the dribs and drabs of the past, the passionate classroom, and the busy but high-spirited learning career. If there is an opportunity, I really want to go back and feel the lively classroom and listen to your teachings. I really feel that when I go to college, our classroom is the real classroom, and our argument is the real discussion. Don't pursue the surface of nothingness, just seek the best way. I really hope that the students you are teaching can understand that their classes are really hard-won. I hope they can cherish it. I will definitely attend your last class when I have the chance. Don't refuse then. "Practice shows that students' talents are fully displayed, their intelligence is fully developed, and their self-confidence is fully stimulated, and they will eventually grow into useful talents for society. Practice student-oriented education, teachers can teach easily and students can learn happily. Students have truly become the main body of learning and the protagonist of academic activities. Students tap the potential of life in classroom activities that stimulate life vitality, and gain not only knowledge and achievements, but also growth and success.