Teaching quality is the lifeline of the school, and teaching quality management is an important work of school management. Under the background of curriculum reform, the improvement of school teaching quality cannot and cannot be achieved by increasing students' academic burden. To realize light burden and high efficiency, only effective teaching and efficient classroom construction can be implemented. The core of effective teaching is teaching efficiency. The so-called "effective teaching" means that after a period of teaching, students can make concrete progress or development, and whether students can make progress and development to the maximum is the main index to measure effective teaching. Implementing effective teaching needs inheritance, reference and innovation. Looking at the current implementation process of effective teaching, there are still many problems, which are mainly manifested in: the concept is not new, the preparation of lessons is not true, the content is not unified, the integration is weak, the methods are not flexible, the evaluation is not new, and the development is incomplete. For these phenomena in the process of implementing effective teaching, we must renew our ideas, formulate systems, innovate means, optimize behaviors, strengthen the guidance of effective teaching, and internalize the theoretical propositions and operational requirements of effective teaching into the needs of teachers' teaching.
First, we should strengthen study and implement training.
Teachers' teaching ideas are not well understood, not only because of teachers, but also because of the responsibility of schools. The curriculum reform has been going on for many years, and the education administrative departments at all levels have carried out some effective work in the study and training of the new curriculum, but the training scope is relatively narrow, and the number of places to really participate in the superior training is very limited every year, and often only some excellent teachers can be sent to participate. Let every teacher deeply understand the spirit of the new curriculum reform is the basic premise to realize effective teaching. Education administrative departments and schools need to strengthen training, make overall arrangements, and actively lead teachers to conduct self-study and discussion on new curriculum concepts. Schools should do a good job in school-based teaching and research in combination with the actual situation of schools: collective lesson preparation, teaching and research activities, lectures and evaluation should be carried out in stages and batches in a planned way, and the concepts of curriculum standards and contents that are easily overlooked in textbooks should be studied and excavated in the form of small topics to form specific interpretation materials with case nature.
Second, we should make clear the requirements and standardize teaching.
The key to effective teaching is the teacher. Because teachers' teaching habits are not easy to change completely once they are formed, it is far from enough to change teachers' teaching behavior only by target management, which needs unified standards to measure and standardize. Therefore, it is necessary to formulate a series of standards in preparing lessons, attending lectures, homework and choosing teaching methods. For example, preparing lessons, preparing textbooks, preparing students, preparing teaching methods and preparing tutoring (reading). Classroom teaching pays attention to practical results and truly regards students as the masters of learning. Classroom teaching should change from "teaching knowledge" to "teaching learning", and it is forbidden to delay "hypnosis class" and "cramming class". In terms of homework, we should review before the assignment, take accuracy, moderation and level as the standard, overcome the randomness of the assignment, and correct it in time, seriously, accurately and comprehensively after the assignment.
Third, we should teach by learning and give consideration to all aspects.
Modern teaching theory emphasizes that teaching is student-centered. In essence, the process of teaching is the process of students' learning. Teachers are the planners, organizers and guides of students' learning activities. Therefore, we should take students as the center, study their learning needs and characteristics, and design teaching objectives and teaching processes based on the specific needs and characteristics of students and the objectives of each stage of curriculum standards. The choice of teaching methods should be based on the characteristics of students and the contents of teaching materials, and the existing modern teaching equipment of the school should be used as much as possible to enhance students' initiative and interaction in learning, improve the learning participation rate and autonomous learning ability, and improve the teaching effect.
Fourth, develop resources and broaden channels.
It is really difficult for teachers to develop school-based curriculum resources, but how to develop school-based curriculum should proceed from the actual situation of the school, which can be simple or complicated. Those who have the ability to form a curriculum system can be systematically sorted out from the aspects of textbook research and curriculum setting. Those who have no ability can collect and sort out some expanding materials according to the learning content and students' interest in learning, and supplement the learning content with the content that students are interested in, so as to open up curriculum resources, increase the channels for students to absorb knowledge and effectively improve the teaching effect.
Fifth, we should "teach them to fish" and form a habit.
Suhomlinski once said: "It is inconceivable that individual education can be separated from self-education." Teachers are required to strengthen self-study guidance and cultivate students' habit of autonomous learning. Self-study requires students to learn to ask their own questions. Einstein said, "It is often more important to ask a question than to solve it." Therefore, teachers should guide students to use their brains more and think less instead of students, so that students can develop the habit of independent thinking and self-questioning. Teachers should always assign preview tasks to students, guide preview, and check students' preview. Over time, students will gradually develop the habit of previewing, questioning and solving problems independently through repeated reinforcement. Teachers should also pay attention to students' emotion, personality, will and morality, homework habits and other non-intellectual factors, so that students can get positive and sustainable development in all aspects through targeted training and home-school interaction.
Sixth, we should attach importance to evaluation and advocate reflection.
The purpose of teaching evaluation is mainly to improve teachers' teaching level, improve teaching process and effectively promote students' development. Teaching evaluation includes "teaching" evaluation and "learning" evaluation. In the evaluation of "teaching", we should attach importance to teachers' self-evaluation. Teachers can do this by writing teaching reflection, so that teaching reflection can promote teachers' self-growth, and pay attention to methods (how to reflect), angles (from which aspects to reflect), continuity and effectiveness. On the one hand, teaching reflection is a reflection on teaching after each class, on the other hand, it is a reflection on phased teaching behavior, because only by combining short-term reflection with phased reflection can teachers have a deep understanding of their own teaching and make great improvements, so as to achieve the real purpose of "reflection". The evaluation of teaching should also be combined with effective teaching, and the evaluation rules of all aspects of teaching should be established to form a combination of leadership evaluation, teacher mutual evaluation, daily evaluation and phased summary evaluation, so as to improve teaching through evaluation. The evaluation of learning should emphasize the diversification of evaluation methods. The evaluation of students should not only take the report as the final evaluation means, but also adopt praise methods such as action, expression, posture and language, constantly encourage random evaluation and enrich evaluation means. In teaching, we can build an evaluation system of "comparing, learning, catching up and surpassing", and carry out various forms of evaluation, such as teacher evaluation, student evaluation, mutual evaluation between teachers and students, on-site evaluation in class and individual evaluation after class. In the evaluation, we can improve the evaluation incentive mechanism by establishing students' growth files and give full play to the promotion function of evaluation.
In short, the implementation of effective teaching is close at hand and has a long way to go. We must attach importance to ideology, create excellence in methods, break through in content and pay attention to details, so as to be effective and efficient. Of course, every problem and every strategy adopted at present can't be achieved overnight, but as long as our managers work hard and make unremitting efforts, effective teaching will certainly appear.
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