Effective teaching is only our basic requirement for teaching, and high-quality teaching is the goal that our teachers should pursue. High-quality teaching should have the following basic characteristics: profundity, uniqueness, extensiveness, inspiration, wit and uniqueness. Combining with my own teaching practice, I talk about the practice and experience from effective teaching to high-quality teaching. First of all, we should reprocess the teaching materials and creatively design the teaching process according to the specific conditions of students, that is, we should advocate "teaching with teaching materials" 1. Studying teaching materials carefully is the basis and premise of creatively "using teaching materials". The new textbook is the text embodiment of the concept of curriculum reform and a carrier. We need to study, feel and understand the textbook carefully, understand the basic spirit and writing intention of the textbook, grasp the basic clues of mathematical activities provided by the textbook, and analyze the scientific connotation of mathematical ideas, methods and student activities infiltrated by the textbook, so as to understand the teaching concept contained in the new textbook and prepare for high-quality classes. In teaching, we don't understand the textbook, but see through it, so as to dig out the essence of the textbook. An idiom is well said and easy to understand. If the teacher digs deep into the textbook, the truth he realizes will be thorough, so that the lecture will be simple, that is, he can talk about ideas. As the saying goes, "get to the point, get to the point, get to the point, get to the point, and get to the point." 2. creatively "use textbooks" and pay attention to using them well, flexibly and practically. Making good use of textbooks is based on textbooks, but it is not completely controlled by textbooks. They can improve and supplement the teaching materials according to the actual situation of students, or according to the needs of teaching, or aiming at some shortcomings in the teaching materials, so as to better serve the teaching and students. Flexible use is embodied in emancipating the mind, being brave in innovation and boldly "re-processing" and "re-creating" the teaching materials. Practicality is to make teaching materials more suitable for local and students' reality, improve the effectiveness of classroom teaching, and make students learn actively, solidly and effectively. 3. Creative use of textbooks does not mean ignoring textbooks or endlessly "innovating" and "developing", thus complicating simple problems. Teachers should examine and practice new textbooks with an objective and rigorous attitude to promote the construction and development of textbooks. Can see the novelty in the ordinary, who has not done it and who has not seen it. In this way, our classroom can be like a poem, a painting, a melody and an invention, which is a unique creation. Listening to such a class is like enjoying a scenery alone. Originality is the most precious quality of thinking. Any new ideas, new concepts, new theories and new methods are the products of original thinking, and teachers' creative teaching originates from teachers' original thinking. Secondly, in order to let students learn in vivid and concrete situations and achieve the goal of high-quality teaching, teachers must update their teaching concepts and start with classroom reform to form teaching behaviors that are conducive to students' learning. 1. The change of teaching concept is the key. Modern teaching view holds that the real meaning of education is to teach students how to learn, and the core of modern teaching view is to change from traditional emphasis on teaching to light learning. This requires us to renew our teaching concept, take students' development as the foundation, and be the guide and promoter of students' learning style change. 2. The change of teaching methods is fundamental. Teachers' teaching methods should serve students' learning methods. We must take students' learning as the main line, carefully design the teaching process, and use new teaching methods such as open teaching method, inquiry teaching method and interactive teaching method to provide students with opportunities to fully engage in mathematics activities, provide space and time for "autonomy, inquiry and cooperation", unify the teaching process with the learning process, and make the basic links of classroom teaching reflect the general process of students' learning. 3. Paying attention to students' learning process and attaching importance to the guidance of learning methods are the core. Teachers should not only guide students to master general learning methods, but also guide students to learn learning methods and strategies from the characteristics of various disciplines. For example, how to find and ask questions from the perspective of discipline, how to understand and turn problems into easier-to-solve forms, how to collect, judge, select and use information, how to cooperate and communicate with others, how to face difficulties in learning, and so on. Through teachers' guidance and long-term subtle influence, students gradually develop the habit of "scientific thinking" and the spirit of diligence, truth-seeking and innovation. In addition, timely, moderate and diverse evaluation in classroom teaching can not only stimulate students' enthusiasm for learning, but also promote their all-round development. At the same time, teachers can adjust the teaching process in time by evaluating a large amount of information provided. 1. In classroom teaching, teachers always evaluate students through language, gestures, expressions and demeanor. The direction of the new curriculum evaluation reform is to evaluate, observe and accept students from multiple angles, discover and discover the bright spots in students, and discover and develop their potential. In teaching, teachers should provide different opportunities for different students to show themselves, and make appropriate evaluations in a timely and targeted manner, so that students can experience success and build self-confidence. Especially when the students' wisdom sparks flash, they should be fully affirmed. 2. Students' evaluation in classroom teaching. We should not only pay attention to the results, but also pay attention to students' learning process, problem-solving thinking process, students' participation and the development of consciousness, emotion and attitude of cooperation and communication. 3. Encourage students to evaluate themselves and others. Through self-evaluation, students' enthusiasm and initiative can be improved. More importantly, self-evaluation can promote students' reflection on their studies and cultivate their self-development and self-growth ability. The process of evaluating others is also a process of learning and communication, from which students can realize their own advantages and disadvantages and know themselves more comprehensively. 4. Pay attention to "degree" in incentive evaluation. The motivation is not to praise blindly and "avoid others". Too much praise and too much emphasis on awards are not conducive to students' self-evaluation. In the long run, students may lose themselves. Pay attention to be kind to students' mistakes. Teachers should be good at discovering their advantages and encouraging them. They should not hurt students' self-esteem and self-confidence. At the same time, we should point out our own shortcomings through teacher-student exchanges. Don't praise for the sake of praise, lest you indulge your mistakes and mislead. In addition, from effective teaching to high quality teaching, teachers must have extensive knowledge. Someone once said: A teacher should know ten times more than what he wants to say in class, so that he can master the teaching materials freely, and in class, he can choose the most important thing from a large number of facts. Indeed, a teacher should be not only an expert in other disciplines, but also a well-read person. Five continents and four seas, ancient and modern, Chinese and foreign, must trudge, strive to open up knowledge, dig deep into the knowledge layer, and go deep vertically, like a T; Transverse width, such as pagoda shape; Vertical and horizontal integration, two-way parallel construction, and accumulation of treasures. In this way, it is possible to have a spiritual bead in your mouth, which can bring spring breeze to students, make them feel like they have entered a vast, pure and even fragrant knowledge kingdom, and make them linger and be intoxicated wholeheartedly. This kind of classroom teaching activity is an artistic "boutique" developed by teachers after absorbing rich nutrition from the history of human civilization. We expect our teaching to move from effectiveness to quality, and all classes can be insightful, insightful, persuasive, full of wisdom and strive for perfection. We also expect high-quality teaching to provide a broader stage for teachers, so that our teachers can move from ordinary teachers to excellent teachers, from ordinary teachers to famous teachers, and from experienced teachers to expert teachers. Any curriculum reform and teaching reform is the call for excellent teachers, famous teachers and expert teachers! Only by constantly innovating, teachers can constantly strive for innovation and progress, constantly sublate themselves, thus constantly improving themselves, surpassing themselves, constantly experimenting and exploring, improving teaching art and improving teaching efficiency. I hope that my future classroom teaching will be insightful, insightful, instructive, persuasive, full of wisdom, and strive for perfection, so that students will be full of dreams and hopes. In a word, classroom teaching is a bilateral activity process, and a relaxed, harmonious and interesting learning atmosphere should be created. Teaching and learning must have a harmonious classroom step, forming a complete teaching step to implement quality education, so that students can take the initiative to learn and truly become the masters of classroom learning. Realize effective teaching, create situations, form problems, and make students willing to learn. This can quickly wake up the cognitive system of all students, thus improving learning efficiency.