Leaders, experts and colleagues: Hello! It's an honor to listen to teacher Zhang's lecture today. Teacher Zhang said in the lecture that the effectiveness of teaching is to make students progress, gain, improve and develop in their studies through classroom teaching activities. Effective teaching must pay attention to the progress and development of students. From the perspective of bioethics, he criticized the current education system and classroom teaching ecology. He believes: "If a teacher extends the length of life and broadens the width of students' lives because of the high efficiency of the classroom, then the meaning of his teaching is not limited to teaching, and his teaching career has a length and width beyond the general meaning of life. "He led everyone to think deeply: What is a classroom? What is an ideal classroom? What is effective teaching? ? A series of questioning and thinking have brought us not only ideological shock, but also awakening and excitement in action. Below, I will talk about how to promote the effectiveness of teaching in our school's "double self-classroom". If there is anything wrong, please criticize and correct me. In recent years, in order to improve the classroom teaching effect and students' learning efficiency, and cultivate students' learning ability, on the basis of fully investigating the school situation and learning situation, and drawing lessons from the experience of successful schools in curriculum reform, our school has refined a dual independent and efficient classroom model of "independent participation and conscious development". This model designs a connotative development path for students to start from autonomy, enter self-discipline, complete self-discipline, and finally develop consciously. It is believed that "autonomous learning" is the most profound learning method, "autonomy" is the most active learning state, autonomy is the fundamental attribute of students' development, and students' autonomous learning ability is the core goal of junior high school classroom teaching training. The new ideas and ideas of the new curriculum reform have brought earth-shaking changes to our classroom teaching. From the previous "teachers ask and answer questions" to "speak freely" and "quietly" to "actively participate" and "teachers talk and students listen" has become "independent exploration", students' personality has been publicized and the teaching atmosphere is extremely active. But, think about it. While we are striving to "recreate" classroom teaching, we actually inadvertently deviate from the real classroom teaching track. Some teachers are too eager to pursue the form of classroom teaching reform, ignoring the basic starting point of classroom teaching-the development of students. Classroom teaching has lost some excellent traditions, and classroom teaching reform has become formal and inefficient. To sum up from teaching and learning, there are the following two phenomena: 1, the choice of teaching methods, blindly advocating novelty. For example, in order to pursue a warm classroom atmosphere, some teachers do not systematically organize their knowledge and try their best to teach in different ways. It seems that the classroom is lively and students are highly motivated, but in fact, there are some disadvantages such as "teaching without learning" and "teaching more and learning less", and students lack the attitude and ability to explore learning. Without the materials provided by the school and the learning tasks assigned by the teachers, students will be at a loss, and in the long run, they will be bored. 2. Students lack subjective consciousness and their learning efficiency is low. Curriculum reform strongly advocates inquiry learning, emphasizes students' subjectivity and returns time to students. However, in the process of guiding students to explore knowledge, teachers often let students explore as long as they have questions, no matter how difficult or even some questions that are not worth exploring. I have heard such a class, the content of which is "City Elves". The teacher had a long discussion about "crow" when talking about the role of birds in human beings. She inspired students to talk a lot, from the symbolic meaning of crows to Ma Zhiyuan's Qiu Si in a Clear Sand, from folk proverbs to the benefits of crows, from discussing whether it is better to report good news or bad news, to Copernicus, Einstein and the three-year natural disaster in China, and so on. The teaching center of this class is "experiencing the feelings contained in vivid language", but the teacher spends more than half of his time around crows, and the content has little to do with the classroom teaching objectives. I think this deviation from text expansion is unacceptable. In addition, in the process of exploration, there are no specific requirements, tips and guidance. It is also arbitrary in the regulation of time. Once you find that there is a lot of time, let the students explore "fully" to delay the time; Once you find that there is not enough time, you will go through the motions in a hurry. Often students stop exploring before they get into the state? . In this random and unorganized way of learning, only students' false subjectivity is displayed, and what is lost is the timely teaching and guidance of teachers. This kind of classroom, which lacks personality consciousness, participation consciousness and problem consciousness, is often limited to passive listening and recording, and only regards learning as a process of solving problems, but fails to see that learning is actually a process of constantly asking new questions. From the above phenomenon, we can see that our classroom teaching has only some novel forms and empty teaching behaviors, but it has lost something precious-"effectiveness". The effectiveness of classroom teaching under the background of new curriculum should not only enable students to learn knowledge and skills that are beneficial to their own development, but also enable students to acquire values and learning methods that will affect their future development. So how can it be effective? I think there are the following points: first, return the classroom to the students and let the students become the masters of the classroom; Return the classroom to the students and make the classroom full of democratic atmosphere; Return the creation to the students and make the classroom full of challenges of wisdom; Return development to students and make the classroom a home for growth. In the whole process, teachers should learn to let go, let students' various learning ideas flash and collide, and let students feel the joy of acquiring knowledge in class. This is the real meaning of our teaching. The second is to work hard on "guidance". The mechanically repetitive classroom lacks aura, the conventional classroom lacks thoughts, the conformity classroom lacks personality, and the fleeting classroom is ineffective. The ideal classroom should be a self-help tour led by a tour guide, with clear goals, wonderful process and unexpected discoveries and surprises at any time. Teachers need to grasp two principles when guiding: fewer but better questions; The difficulty of the question should be moderate, and the third is to work hard on the word "practice". Practice in time, effectively and with quality. Improve the credibility and effectiveness of the exercise. The fourth is to work hard on the word "evaluation". It has been proved by practice that the most efficient and successful classroom is to carry out group cooperation evaluation and adopt peer assistance and common development. The fifth is to work hard on the word "change". The first is to achieve the "four musts", that is, collect every dime, change it if it is collected, evaluate it if it is changed, and change it if it is wrong. Emphasize the simultaneous development of teacher reform and student reform. Sixth, carry out effective teaching reflection. After teaching a class or a stage of teaching content, we should review the design and practice of the teaching process and record the experience and lessons as the basis for perfecting the teaching plan, improving teaching, summing up experience and finding laws. This point is clear in the teaching management of most schools today, and it is also familiar to teachers. However, we should integrate theory with practice, sum up the highlights, reflect on the regret fragments, reflect on whether our education and teaching behavior has hurt students, whether different students have achieved different development, and reflect on how to improve education and teaching in the future. Reflection should focus on teaching methods, learning methods, teaching process and the implementation of "three-dimensional goals". The content of reflection can be: remember a successful move; Remember failure; Remember to teach wit; Remember the students' opinions; Remember to teach design again; Remember the spark of thought. Under the background of the new curriculum, how to improve the effectiveness of classroom teaching is the eternal theme of our primary and secondary school teaching, which is also a process of continuous exploration, so we need all of us to practice, speculate and improve together to make it a reality.