Secondly, the relationship between teachers and students is mutual. If a teacher and students are simply teaching and learning, then the teacher is definitely an unsuccessful teacher. The relationship between teachers and students involves all aspects, but the most important thing is study and life. I have heard students say, "I don't like a teacher. He doesn't care about our study and left after class.". I like a teacher who patiently guides me in class and has time to help me solve problems after class. He is very concerned about my study and life ... "In fact, these words of students mean that there is emotional communication between teachers and students. It is conceivable that the latter will be more efficient in class than the former. Because he pays attention to communication between teachers and students. If you can strengthen the emotional communication between teachers and students in class through various channels, perhaps an action of approval, a word of praise, a knowing smile and even a casual look will have an impact on students, and they are all in emotional communication with students. There is also strengthening communication with students after class, which will indirectly affect classroom efficiency. Because I think if a teacher pays attention to strengthen communication with students in peacetime, so that students feel that the teacher cares about students, then the teacher will have affinity in the eyes of students, and the relationship between teachers and students will be harmonious. When he is in class, students will be more likely to accept the teacher and actively participate in the teaching of this class. Over the years, I feel that all students like teachers who are good at communication and take such classes. It is precisely because of these emotional exchanges as the foundation that the classroom atmosphere will be very harmonious at this time, students' interest in learning will be very strong, their enthusiasm will be very high, and how can their attention not be highly concentrated? Can students be unwilling to listen to such a teacher in class? How can such classroom efficiency be low? (2) Optimize teaching strategies and activate classroom interest. The evaluation methods of affirmation and reward are often skillfully used in the classroom, which can make the classroom "live". Because the reward has the power to motivate and spur, it can promote students to work hard, let students find their own progress in learning, and constantly get the satisfaction of learning expectations. Clever use of competitive methods can also make classroom teaching "live". Because moderate competition helps to stimulate learning enthusiasm and mobilize students' initiative to actively participate. The competition can adopt the method of competing with oneself, that is, to strive for better study today than yesterday, without having to compare with others, but only to seek their own progress; You can also secretly choose a classmate as the competition target and compete with him in study; We can also adopt the method of collective competition to form class-to-class competition and group-to-group competition, so as to stimulate the spirit of solidarity and cooperation in mutual help and learning, which can minimize the negative impact of competition. Teachers use strategies and students achieve their goals. The specific implementation methods are as follows: organizing various forms of classroom teaching exchange, debate, competition, poetry reading, textbook drama and other forms to achieve teaching objectives; Organize students to try mistakes and succeed through making and hands-on activities, and then complete the learning task; Guide students to participate in various forms of cognitive activities, innovative activities and practical activities of various contents, and cultivate and publicize their individuality. (3) Be good at applying modern teaching methods With the rapid development of science and technology, it is particularly important and urgent for teachers to master modern teaching methods. Modern teaching methods are characterized by: firstly, they can effectively increase the class capacity of each class, so that the original 45-minute content can be solved within 35-4 minutes; The second is to reduce the workload of teachers writing on the blackboard, so that teachers can have the energy to talk deeply about the important and difficult points of teaching and improve the efficiency of explanation; Third, it is intuitive, easy to stimulate students' interest in learning, and is conducive to mobilizing and improving students' learning initiative. Fourth, it is conducive to reviewing and summarizing the contents learned in the whole class. At the end of the class, when the teacher guides the students to summarize the content of this class, it is easy to sort out the key points and difficulties of learning. At the same time, through the projector, the content will jump on the screen in an instant, so that students can further understand and master the content of this class. Second, cultivate students' ability to learn independently. As the name implies, students rely on their own efforts to consciously, actively and actively acquire knowledge. Einstein said: "Learning knowledge should be good at thinking, thinking and rethinking. That's how I became a scientist." Newton said: "If I have made some small contributions to the world, it is not because of anything else, but because of my hard and persistent thinking." Autonomous learning ability is a comprehensive ability that students show in their learning activities. Students with this ability have a strong thirst for knowledge and are good at using scientific learning methods to arrange their own learning activities reasonably. Good at positive thinking, dare to question and ask difficult questions, and show a strong spirit of exploration and enterprising in the learning process. (a), give it to the law, to be effective. In the process of cultivating students' autonomous learning ability, teachers should realize that teachers are external factors and can only work through students' internal factors. Teachers should try their best to make students learn actively in order to get good results. It is far from enough for teachers to have the understanding that students are the main body. Teachers should strengthen ideological education so that students can truly realize that they are the main body. Teachers should teach students how to listen to lectures, review and do homework, how to think, speak and explore cooperatively, develop good habits and gradually cultivate students' independence and autonomy in learning. With the increasing age, teachers can make students understand in various ways: what they have to do and what else is their own business. In this way, students can get effective results and constantly enhance their independence. (2) Create a situation and create an atmosphere. Learning atmosphere is very important for students' learning. Students' psychology is established under the influence of external environment. Teachers should pay attention to establishing a democratic and equal relationship between teachers and students in the classroom and attach importance to emotional communication between teachers and students. Teachers should be good at creating situations, using body language, movements and demeanor to make students feel amiable and credible, constantly stimulating students' thirst for knowledge, constantly inspiring students to overcome difficulties in learning and making students feel excited and happy. At the same time, teachers should encourage students to learn more: don't simply deny or affirm the questions answered by students, encourage students to ask "why" more, and let students talk about where they think of it and how they think, encourage students to ask if they don't understand, and answer questions through students themselves. Create such an atmosphere, students' interest in learning will be strong, and students can think and ask questions more, so that students can feel the joy of success. (3), careful design, determine the goal. Students' ability is constantly cultivated in the process of learning. Therefore, it is particularly important to carefully design the learning process. From the perspective of "what to learn, why to learn, and how to learn" and the principle of "learning is the subject led by teaching, and teaching is the subject led by learning", teachers should determine their learning goals on the premise of strengthening old knowledge, so that students can use the positive transfer of knowledge to complete cognitive conflicts and master new knowledge smoothly. Review old knowledge and learn new: review old knowledge and lead to new knowledge; Questioning and solving doubts: forming cognitive conflicts and stimulating the desire for knowledge; Cooperative inquiry: through self-study, discussion and teachers' appropriate guidance, cognitive conflicts are completed and new knowledge is mastered; In-class test: consolidate and practice the new knowledge you have mastered, and constantly improve and expand it. (four), clear requirements, to guide the study of law. Good learning methods are the premise and guarantee of learning knowledge well, and can achieve the effect of "getting twice the result with half the effort". In teaching, teachers should demonstrate by example and make clear the requirements, so that students can acquire learning methods in a subtle way. Teachers should also pay attention to the exchange of learning methods, answer a question, understand a sentence and analyze a paragraph. It is better to compare the methods, so that students can learn from each other by themselves and form good study habits. Third, cultivate students' cooperative and innovative ability (1), promote students' cooperative inquiry learning by using learning plans. In the process of learning, students often encounter new problems that need to be solved. When students think independently, they still can't solve them. Whether they retreat from difficulties, rely on teachers to explain, or consciously seek partners to solve them together, which requires teachers' conscious guidance. "Cooperative learning" lets the problems encountered in learning be discussed in groups to find solutions. What teachers do is to cultivate students' sense of cooperation. In group cooperation, discussion and study, students should speak, listen to their classmates' opinions, and be good teachers in evaluation. In this way, the quantity and quality of students' participation have been improved and their dominant position has become more prominent. In classroom teaching, there are many opportunities for cooperative learning, and cooperative learning can be carried out in the process of learning new knowledge. A lot of new knowledge is developed on the basis of old knowledge. After students study independently, most of them can solve problems. As long as students exchange their ideas in the same group, teachers can add a little bit to save a lot of time and let students consolidate their development in practice. For practical content, we should emphasize students' hands-on operation, and guide students to cooperate with each other to help, promote and check each other. Teachers should devote themselves to the group from beginning to end and appear as an explorer and director to improve students' enthusiasm. Teachers can also carry out "cooperative learning" in the process of practice. The basic operating procedures in the actual teaching process are: tutorial-preview before class-cooperative exploration-achievement display-evaluation, summary-in-class detection. 1. Tutorial plan: The scope, difficulties and problems to be solved of teachers' self-study in this lesson are all shown in the tutorial plan. 2. Preview: Students teach themselves with questions, and teachers patrol to solve students' individual problems in time. Teachers' lesson preparation room should be able to grasp the students' weaknesses, and then summarize the questions questioned by students through groups, and prepare for students' collective cooperation and exploration, teachers' inspiration and inspiration when the results are displayed, so as to provide students with ideas and methods to solve problems. 3. Presentation: The group writes on the blackboard-presentation-comments according to the assigned tasks. Write the results of the group discussion on the blackboard, and then the lecturers will take the stage to show them. You can ask questions, spot checks and challenges to others at any time, and the group and other groups can also make supplements if there are omissions or shortcomings. On this theme, it is more interactive and challenging. Then, the team leader and members of the team form a judging panel to comment. This is a lesson that students show, and it is also a demonstration of ability and talent. Teachers only play the role of directors, evaluate the results displayed by students in time, and take consolidated or supplementary teaching according to feedback information to ensure that students firmly master knowledge. Finally, the teacher makes a comprehensive analysis and summary of this lesson. (2) From "unchangeable" to "flexible and changeable", the society is constantly improving, and so are the students. If we blindly follow the old teaching model, then as teachers, we will not keep up with the form and teaching will inevitably fall behind. When I first started my job, I liked to use such a sentence: "When we are studying, how is it?" Although there used to be good learning methods, blindly emphasizing the past will lag behind. As a result, I sometimes have some contradictions when dealing with problems in this way. And this method is what I heard my teacher teach us. Therefore, the result of traditional teaching mode can only be "haste makes waste" because students are only passively accepting knowledge, just like completing a task, instead of understanding and accepting it with their heart. In this way, will the students concentrate? Then how can classroom efficiency be improved? Therefore, as a teacher, only by clearly understanding the situation and constantly improving teaching methods can we be in an invincible position in the future teaching process and embody "students are the main body and teachers are" in class.