First of all, the classroom is the core link of school teaching. This is because: First, the classroom is the main channel to implement teaching. From the time point of view, the main links of teaching are divided into three stages: before class, during class and after class. Classroom teaching is the main implementation stage and the core link of teaching. Second, the classroom is the main position for the growth of teachers and students. From the spatial dimension, the classroom is mainly composed of two elements: teachers and students. Teachers practice educational ideas, implement teaching strategies and show educational wisdom in every class; In the reflection of each class, accumulate practical knowledge, improve professional quality and promote professional development; Classroom is the foundation of teachers' career and the place where they make contributions. Classroom is also the main position for students' development and growth, where they learn knowledge, learn skills, exercise their thinking, cultivate their emotions, attitudes and values, and make progress and development. Therefore, we often say: "The three-foot platform maintains the teacher's life value, and the classroom quality is related to the quality level of students." Third, the classroom is the main battlefield of curriculum reform. From a macro point of view, curriculum reform is going on all over the world. At present, the curriculum reform of basic education in Shanghai has entered a new stage from focusing on top-level expert design to focusing on front-line teachers' operation, from focusing on curriculum form construction to focusing on classroom teaching implementation. In the practice of curriculum reform, we realize that the success or failure of curriculum reform lies in the classroom. The text course should be transformed into a real implementation course, and the foothold is in the classroom; The educational concept should be transformed into strategies and methods that can be actually operated in the teaching field, and the foothold is also in the classroom; No matter how rich the curriculum is, no matter how advanced the concept is, it is inseparable from the effective implementation of classroom teaching. Therefore, classroom teaching is the most basic form, main channel and core link of school education.
Secondly, effective classroom teaching is the key to improve the overall teaching quality. What we mean by the effectiveness of classroom teaching is that classroom teaching should be regular, effective, effective and efficient, and inefficient, ineffective and negative teaching should be abandoned. In the limited classroom teaching time and space. Better reduce burdens and increase efficiency, and promote students' greatest progress and development. Effective teaching is not only an educational idea, but also a teaching strategy and behavior. Grasping the core link of classroom teaching and the core elements of effectiveness can promote the overall improvement of teaching quality.
Based on the above considerations, we have always advocated that schools pay attention to effective classroom teaching, promote the healthy growth of students, promote the professional development of teachers, deepen curriculum reform, promote the overall improvement of school teaching quality, promote the high-quality and balanced development of regional education, and meet the growing demand for quality education of the people.
Going deep into the classroom and strengthening leadership is the key to optimize the principal's school-running behavior. Whether the headmaster is a leader or expert in teaching and curriculum construction, or a "manager" who is good at balancing all the work of the school, our view is that the headmaster should strengthen his leadership in curriculum construction, especially in the classroom, and take the classroom as the axis to strengthen his leadership in teaching and realize the optimization of school-running behavior.
Go deep into the classroom Conducive to the correct decision of the principal. Classroom can reflect the present situation of teaching and learning, and contains rich information. When the headmaster enters the classroom, he can deeply understand the teacher's educational concept, teaching behavior, teaching and research culture, experience and deficiency, confusion and difficulty, as well as the gap between reform requirements and teaching status, the gap between advanced concepts and traditional behaviors, students' learning status and needs, and the operation of school management. Grasp the real situation from the front line, so as to adjust the school work from a new angle and form a new plan, thus making the school teaching develop continuously.
Going deep into the classroom is conducive to the scientific guidance of the principal. There are concrete, vivid and situational educational facts in classroom teaching. By observing the teaching scene, the headmaster gains the discourse power of the classroom teaching leaders, and gives guidance and guidance from the factual level (what to teach), technical level (how to teach) and value level (why). Among them, the guidance of value thought is the first and most important. Without value thinking, teaching will lack soul. Therefore, the headmaster should grasp the value thought of teaching reform, pay attention to the teaching idea behind teachers' teaching behavior, encourage and guide teachers to carry out creative teaching activities in the classroom with advanced ideas, and lead the teaching work of the school scientifically.
Go deep into the classroom Conducive to the effective management of the client. The most active and important factor in modern teaching management is people. Only when the headmaster enters the classroom can he really get close to and understand the teachers, and can he really grasp the problems, puzzles and needs in teaching and find out the factors that restrict the effectiveness of classroom teaching. On this basis, we should study and improve the objectives, processes and methods of teaching management, formulate and modify teaching management measures, rules and systems, and make full use of management means to improve the effectiveness and quality of classroom teaching.
Only by going deep into the classroom, studying the classroom and serving the classroom can the headmaster improve the teaching leadership, thus optimizing the school-running behavior as a whole and promoting the overall improvement of the school-running level.
To sum up, the key point to improve the quality of teaching lies in the classroom, and the breakthrough to improve the level of running a school lies in the classroom teaching leadership of the principal.
For "improving the effectiveness of classroom teaching and improving the teaching leadership of principals", we have reached a * * * understanding in thought and made solid progress in action. At the regional level, we mainly have the following promotion measures-
Take standards as the guide, and make clear the direction of curriculum reform. We have discussed the "good class standard" among teachers in the whole region, and used it as a starting point to promote teachers to constantly clarify, internalize and implement the concept of effective teaching. On the basis of extensive discussion, the district teaching and research section issued the "Evaluation Opinions on the Effectiveness of Classroom Teaching of Some Subjects in Putuo District", and put forward seven ways to improve classroom teaching efficiency: investigating and analyzing students-understanding their development points; Strictly manage the classroom-only good management can teach well; Selection and use of teaching materials-there is no best, only suitable; Interaction between teachers and students-collision and conflict stimulate wisdom; Make proper use of media-expand information circulation channels; Effective learning assessment-feedback to solve the problems found; Timely individual counseling-mutual development and complementarity.
Take "competition" as the starting point to enhance professional ability. We launched a "big contest" of teachers' classroom teaching ability in the whole region. In the past three years, l373 teachers participated in the semi-finals and 363 teachers participated in the final district finals. We also launched a "competition" on the leadership of principals in the whole region. One of the important links is the headmaster's attendance appraisal competition, in which 60 principals participated, with the aim of improving the principals' leadership in classroom teaching. "Tournament" activities promote teachers and principals to stimulate vitality and development in competition.
Realizing resources on the platform of network. Efforts will be made to promote classroom teaching reform with educational informationization, so as to realize the enjoyment and utilization of high-quality teaching resources in the whole region. We chose 10 different types of schools. A classroom teaching recording and broadcasting room-distance teaching and research sharing system was established. High-quality classes are recorded in the recording and broadcasting room and broadcast live on the Internet. Teachers in other schools can watch it through the Internet, realizing the instant sharing of quality classes. Through the video teaching system, remote classroom teaching and research exchange activities are also carried out to conduct online teaching and research across time and space. The online education resource system and "Putuo Digital Teaching and Research Platform for Primary and Secondary Schools" were established, which deepened the construction of resources around classroom teaching, expanded the enjoyment and utilization of * * *, and played a great role in promoting the balanced development of education.