Analysis of the effectiveness of Chinese classroom teaching The effectiveness of Chinese classroom teaching is the life of Chinese teaching, and whether this life can be continued depends on whether teachers can fully tap students' interest points, mobilize students' initiative and enthusiasm in learning, organically combine with texts, truly interpret the connotation of texts, enhance children's perception of texts, and make our Chinese teaching effective. Effective classroom teaching is a process of imparting knowledge, communicating emotions, cultivating wisdom and shaping personality. So, how to improve the effectiveness of classroom teaching? I have several experiences: 1. Study textbooks in depth. The new curriculum advocates the development and utilization of teaching resources. In fact, the most important teaching resource is Chinese textbooks. The fundamental way to improve the effectiveness of classroom teaching is that teachers should first learn and understand the text, "walk back and forth in the text", make clear the teaching objectives, determine the teaching focus, tap the training elements, and choose teaching methods that are in line with the teaching materials and students' reality. If teachers themselves don't understand the text thoroughly, don't understand the writing intention, and the teaching objectives and teaching priorities are unclear or even run counter to each other, it will be difficult to help students improve their Chinese literacy by relying on the text. Texts are rarely read aloud, and the contents of textbooks are not very clear in class. "Make it dark", then it is naturally impossible to achieve efficient classroom teaching. Because the essential characteristics of Chinese discipline show that the' instrumentality' and' humanity' of Chinese are embodied and implemented in language; Once language is divorced from written language,' tools' can't be tools, and' humanity' can't rely on it. It can only be an illusory castle in the air. I have been engaged in Chinese teaching for many years, but every time I delve into a new text, I always read it through first, mark each natural paragraph with serial number, draw words that students may not understand, and make a "preset" understanding method for these words, or look them up in the dictionary, or compare synonyms and antonyms, or combine them with real life or context. If you want to contact the context, mark it aside. For words that need to be looked up in the dictionary to understand, look up the dictionary first and write the meaning aside. In order to get rid of reading obstacles, I always read the text aloud or silently several times, find some sentences that are difficult to grasp or understand, mark them in time, write them into the lesson plan when preparing lessons, and give guidance in class. In addition, while reading various teaching reference books, I always mark the structural analysis of the article in the textbook and write down the meaning of each paragraph in the blank at the end of the paragraph. The meaning of key words is always written on one side as a reference in class. Only on the basis of understanding the content of the text, the key points and difficulties of teaching, did I begin to write the lesson plan, and almost at one go. In class, I can teach without looking at the lesson plan, but I can't leave the textbook in class It is difficult for us to have a general standard to measure how an article should be written, what method is the best and what form is effective. Different teachers' personalities and students of different levels are not the best. Only the most effective process here and now, teachers may spend a lot of time and energy, even including some "useless work", but it is an indispensable and most important part to improve classroom teaching efficiency. Second, create problem situations to stimulate interest in inquiry. Suhomlinski believes: "In the deep heart of people, there is a deep-rooted need to feel that you are a discoverer, researcher and explorer, and this need is particularly strong in the spiritual world of children." Therefore, in the teaching process, we should try our best to provide students with the opportunity to explore independently, put them in the situation of exploring problems, stimulate students' strong desire for knowledge and actively explore new knowledge. Creating problem situations is conducive to attracting students' attention, enhancing students' psychological pleasure and stimulating students' interest in inquiry. In teaching