Classroom teaching is the most basic element in curriculum implementation, and its effectiveness is directly related to the quality of education and teaching in colleges and universities. Firstly, the meaning of classroom teaching effectiveness is expounded. Secondly, the factors affecting the effectiveness of classroom teaching are analyzed. On this basis, this paper puts forward some strategies to improve the effectiveness of classroom teaching, namely, establishing academic culture of classroom teaching, changing teachers' concepts, forming an open discussion classroom teaching atmosphere and optimizing homework plans.

Paper Keywords: classroom teaching; Validity; Strategy; quality of teaching

Classroom teaching is a cognitive activity with strong purpose and consciousness, which takes the classroom (including classrooms, experiments, practice bases and other learning places inside and outside the school) as the space for bilateral or multilateral exchanges and exchanges. As an important part of teaching activities, the effectiveness of classroom teaching is the goal pursued by teachers. Effective classroom teaching can achieve the best teaching effect with as little time, energy and material resources as possible, and can cause changes in students' physical and mental quality through activities between teachers and students, promote students' all-round development, and make students move towards the predetermined training goals. Therefore, in the teaching reform of colleges and universities, it is inevitable to pay attention to classroom teaching, pursue the effectiveness of classroom teaching and improve teaching quality and efficiency.

First, the meaning of the effectiveness of classroom teaching

The effectiveness of classroom teaching is put forward for the long-term inefficiency or even ineffectiveness of classroom teaching. The theoretical analysis of classroom teaching effectiveness abroad mainly includes descriptive definition and process definition. The former thinks that the effectiveness of classroom teaching refers to the teaching that can produce effective learning, while the latter analyzes all aspects of classroom teaching and their relations in the form of flow chart, and considers the effectiveness of teaching from the perspectives of background, process and output. In China, the effectiveness of classroom teaching is often explained from the relationship between teaching input and students' output or from the perspective of students' learning and development.

Classroom teaching itself, especially college classroom teaching, is a complex and multifaceted professional activity, and it is difficult to give a clear definition or concept of effective classroom teaching. Professor Yu, a famous scholar in China, believes that the effectiveness of classroom teaching mainly refers to students' acquisition, improvement and progress in learning through classroom teaching activities. He further explained that the effectiveness of classroom teaching is reflected in: cognitively, from ignorance to understanding, from less knowledge to more knowledge, never having a meeting; Emotionally, I have never liked it, never loved it, never been interested.

Although there is no unified and clear definition of the concept of classroom teaching effectiveness at present, there is a basic understanding that effective teaching is the teaching that teachers successfully arouse, maintain and promote students' learning through the effectiveness of the teaching process and achieve the expected teaching effect relatively effectively. It is effective, effective and efficient teaching, that is, the effectiveness of classroom teaching includes effective teaching and learning, effective teaching and learning and effective teaching and learning. Effective classroom teaching can stimulate students' interest and willingness in autonomous learning, improve students' learning quality, help students improve their professional knowledge and comprehensive ability, have a positive and lasting impact on students and help them develop their lifelong learning ability. In a word, the core and essence of the concept of classroom teaching effectiveness is to pay attention to students' needs, progress, growth and development, and promote students' independent and effective learning.

Obviously, the standard to measure the effectiveness of classroom teaching is students' effective learning. However, it should be pointed out that the effectiveness of classroom teaching is aimed at the overall effectiveness of students, not at individual students, which reflects the efficiency and fairness of teaching. For teachers, to improve the effectiveness of classroom teaching, we must first have clear teaching objectives and try to reduce things unrelated to classroom teaching; Secondly, we should create an open classroom atmosphere and actively interact with students in teaching. Thirdly, teachers need to constantly reflect and explore, and sum up their teaching methods in time to make classroom teaching more effective.

Second, the factors affecting the effectiveness of classroom teaching analysis

1. Lack of enthusiasm for effective classroom teaching

At present, in universities, some teachers are not enthusiastic about classroom teaching, lack the input of teaching energy, passively respond to teaching reform, and do not care about the education and training of students, which reflects the lack of understanding of the importance of teaching effectiveness. There are many reasons for this. For example, scientific research is the decisive factor in the evaluation of college teachers' professional titles, while attending classes is a relatively minor task, which reflects the potential crisis of teaching quality. In this environment, how to expect teachers to have the passion and energy to teach?

2. Lack of knowledge and skills for effective classroom teaching.

At present, the main yardstick for evaluating university teachers lies in academics, so many teachers focus on scientific research, and even some teachers are unwilling to attend classes at all. Under the guidance of this understanding, university teachers do not attach importance to the research and discussion of effective teaching in universities, and the research on teaching is seriously insufficient, lacking the preparation of necessary education and teaching knowledge and skills, resulting in unclear teaching guiding ideology and single teaching method. In order to carry out effective classroom teaching, teachers are required to have certain relevant theories and effective teaching skills, otherwise it is impossible to carry out effective teaching in action.

3. Lack of guidance on students' learning thinking.

Traditional classroom teaching is still one of the popular teaching methods in college classroom teaching, which emphasizes the study of systematic knowledge and the play of teachers' leading role. Teachers only pay attention to mechanical education to instill professional knowledge and skills, which often leads to dull classroom teaching atmosphere, lack of cooperation between teachers and students, and students' interest in learning cannot be fully mobilized. Students passively accept knowledge, completely dependent on teaching activities, and their learning methods have not been substantially improved.

4. Classroom teaching content is divorced from reality.

In classroom teaching, some teachers aim at the syllabus, stick to the systematic teaching of the existing knowledge in textbooks and emphasize its absolute role, which often leads to the disconnection between theory and social practice, thus limiting the cultivation of students' innovative thinking and practical ability. What's more, teachers follow the book and ignore the latest scientific progress of the subject, which will inevitably lead to obsolete and rigid classroom teaching content and boring form, resulting in poor teaching results.

Third, improve the effectiveness of classroom teaching strategies

1. Establish the academic culture of classroom teaching

Teaching is an important part of university teachers' academic career and a highly professional academic activity. The first job of a university teacher is teaching, which requires strict standards, and not everyone can teach. Therefore, we can consider establishing an academic culture of classroom teaching, treating teachers' teaching achievements and scientific research achievements equally, avoiding always emphasizing scientific research when evaluating teachers, and fundamentally solving the problems faced by many schools in teaching. In the content of classroom teaching research, it can be teaching content, teaching mode, teaching method, teaching environment, etc. In the form of project management, we can refer to the current form of scientific research project management.

2. Change teachers' ideas.

Effective classroom teaching not only requires teachers to impart knowledge and skills, but also requires teachers to build new classrooms with students, teach students how to learn and improve their learning ability. This requires teachers to rely on teaching materials, fully tap and utilize all kinds of curriculum resources, and attach importance to values other than book knowledge. Therefore, teachers should change their ideas, actively innovate and develop classroom teaching, pay attention to the combination of knowledge imparting and ability training, and the unity of cognition and emotion, improve students' initiative and exploration in learning, and make classroom teaching colorful, challenging and participatory.