Research And Practice On Effectiveness Of Classroom Teaching

In modern society, quality and efficiency are the common goal of all industries, and also the goal of school education. They are the core of school education. Classroom Teaching (CT) is an important means to achieve the purpose of school education, and is a main way to organize teaching activities. But the situation of CT is too complex, creative and variable, so it is more necessary to study the teaching mode and look for effective teaching strategies from a practical point of view, thus promoting the quality of education, improving the effectiveness of CT and students’ comprehensive quality and innovation ability.From "effective teaching","effective teacher" and "teaching effect, efficiency and benefit", this article elaborates the connotation of effectiveness, according to the characteristics of the classroom teaching, and puts forward the idea that "effective CT is the teaching process of teachers and students with least possible time and energy consumption to maximize the teaching effect". This article also expounds the theoretical foundation of the effectiveness of CT, including the "usefulness is the truth", the pragmatism theory of paying attention to the knowledge and skills; We pay attention to the cognitive theory of the cognitive process of the students, the constructivist learning theory of students’meaning construction and pleasant education theory addressing students’ learning environment, and provide an important theoretical basis for the study of the effectiveness of CT and research.Based on observation, interview and tracking, we analyze factors which affect the effectiveness of CT, and combine the characteristics of classroom teaching itself. We put forward five control mechanisms (legible teaching mechanism, diversified teaching mechanism, task orientation mechanism, guiding the students into learning process mechanism, ensuring student success rate mechanism) which can make CT effective, and some effective teaching strategies (strategies for classroom teaching, learning and teaching dialogue in the teaching; the assistant teaching strategies including learning motivation, effective classroom communication, reinforcement in classroom and teacher expectation effect; behavior art strategies for classroom management and classroom problems).In the empirical study, making full use of modern educational technologies, we construct three kinds of effective CT modes, which are " Tolerance-Remediation-Guidance (TRG)" teaching mode based on LanStar, research teaching mode based LanStar, and driven teaching mode based on the Web project. TRG needs teachers to have tolerance, wisdom of remedying and guidance skills, so as to promote education for success and happiness, and the positive spiral of study. Research Teaching mode emphasizes the experience of raising questions, analyzing question, solving question by using scientific ways, allowing students be equipped with rich and extensive access to scientific and cultural knowledge, and focuses on CT practice, pays attention to inner connection and usage of knowledge, to fully mobilizing students’ interest and enthusiasm in learning. Project Driven Teaching mode organizes teaching activities based on software development project, links the theory and practice organically, fully taps the students’ creative potential, and improves their ability to solve practical problems.In order to test the effectiveness of CT mode, we have designed some teaching cases and done some empirical studies. Network technology is used to design the personalized online testing system, and the evaluation mechanism is enriched. Finally, the problems existed in the research are summarized and reflected, and the measures of improvement and direction for further research are put forward.