1, leading the relationship with the subject. The core of the new curriculum is "student-oriented", and students are the masters of the classroom. In classroom teaching, the role orientation of teachers and students should be dominant and subject. Teachers are "dominant" and teachers are "dominant", that is to say, teachers are the directors of the classroom, not the protagonists. The director's main function is to let actors give full play to their talents. When the actor's performance is not in place and the role is not accurately grasped, the director should help the actor, inspire and guide the actor. Therefore, in teaching, teachers are "helpers, collaborators, promoters and leaders" of students' learning. When students lose their way, when they can't solve it by themselves, and when students are at a loss, our teachers should give them timely guidance so that they can understand it quickly. However, we teachers must not go beyond their responsibilities and "sing a monologue" by ourselves, so that students can become supporting roles. Students are the "subject". In Chinese, "subject" refers to the main part of things, which means that the master of the classroom is the student, and learning is mainly the student's own business. Classroom teaching should always be student-centered, and all the work of teachers should serve students' "learning". Therefore, "leaders" should serve "subjects". When the subject encounters obstacles, confusion, disorientation, bewilderment and high spirits, the teacher guides, instructs, inspires and awakens in time. The teacher is a staff officer, a catalyst and a weather vane, but he is by no means the protagonist. Students are the masters of the classroom. We teachers must return the right, opportunity and happiness of learning to our students.

2. The relationship between content and form. A certain teaching content must be completed in a certain form, and a good form is conducive to the realization of teaching content. The final form must be based on the teaching content of this course and the reality of oneself and students. Some classes are difficult to understand, so it may be better to tell them, some classes are easier, and it is better for students to learn by themselves. Some classes are better to use multimedia. Good courseware can make the theory itself "vivid" and more convincing. However, if we pursue the form of expression excessively, it will affect the scientific and systematic nature of the theory itself and fail to achieve the ideal effect. Now we have normal classes, especially competition classes. It seems that we can't have classes without multimedia. So we should pay attention to two problems when using multimedia. First of all, don't have too many slides, be few and concise, and be focused, concise and practical. If there are too many materials, students will be dazzled, thus making the theory itself "fragmented" and unable to achieve the expected results. Secondly, when using video, don't excessively pursue novelty, strangeness, uniqueness and auditory or visual effects, which will distract students' attention, make them feel numb and dull, and ultimately affect the actual effect of the classroom.

3. The relationship between talking more and talking less. The time for a class is limited. How to make a class more effective and students get better benefits must deal with what should be said more and what should be said less. Teachers must seriously study the curriculum standards and the text of the textbook, and grasp the key and difficult points of the textbook. It is necessary to talk more about some important knowledge points, the internal relationship between knowledge, the difficulties of knowledge, what students can't learn by self-study and cooperative learning, the knowledge points that students can understand by self-study, and the problems that students can see at a glance without thinking highly.

4. The relationship between speaking and practicing. Attention should be paid to classroom teaching, because it is an effective channel for students to master knowledge. It is unrealistic to just talk without practicing, but the problem is that you can't just talk without practicing. The purpose of learning is to apply what you have learned, and practice is an important means to test your teaching effect. No matter what kind of class, we should practice, practice in middle school, practice in study, find problems in practice and improve constantly in error correction. Practice can give full play to students' dominant position, let them think independently and let them think for themselves. What's more, the current college entrance examination is to test students' ability, and only in practice can students' problem-solving ability be improved. Therefore, a class must set aside some time for students to practice, so as to be concise.

5. The relationship between presupposition and generation. Classroom teaching should be preset and generated. Presupposition refers to the planning, design, assumptions and arrangements made by teachers according to curriculum standards, learning conditions and their own teaching characteristics before class. Presupposition is necessary, and classroom teaching should be purposeful, planned and predictable to avoid blind teaching. But we must understand that the object of classroom teaching is students, and each student's life experience, knowledge base and personality characteristics are different, which determines the colorful results. Any wonderful class is not designed completely before class, but grows from the interaction between teachers and students, from the gap of the soul, from the pulse of thinking and thinking, from the touch of love. Therefore, in teaching, we teachers should not only complete the teaching tasks ahead of time according to our own teaching design, but also pay attention to the students' mastery, and adjust their own presuppositions in time according to the performance of real middle school students, so as to be flexible, otherwise the teaching effect will be poor.

6. The relationship between life and reality. Classroom teaching is full of wisdom, and the intelligent classroom must be full of passion. In order to enliven the classroom atmosphere, teaching should take various forms, so that students can fully participate, arouse their enthusiasm and ignite their enthusiasm for learning. However, classroom teaching should not be too flashy, and students should gain something in knowledge, methods and emotions after classroom teaching. Therefore, classroom teaching must also pay attention to effectiveness. After a class, students must be developed, benefited and developed. You can't move for the sake of movement, and you can't get emotional for the sake of emotion. Only by organically combining activities with reality can students learn real knowledge and master certain skills in excitement and lay a solid foundation for their sustainable development.

7. The relationship between point and surface. The new curriculum requires us to give full play to the main role of students, which requires us to have a wide range of participants in teaching activities. Only a few students can't perform in the classroom. Other students are spectators and marginalized. If this goes on for a long time, it will affect the enthusiasm of these students and lead them to lose confidence in their studies.

8, * * * the relationship between sex and personality. Sex is a common problem among students in classroom teaching, while personality is a problem among individual students in learning. In teaching, we should pay attention to the handling of students' sexual problems, and also walk off the platform and into the middle of students to understand the problems of individual students. We know that there are differences in students' foundation, personality, emotion and other factors. Only by solving students' problems in a targeted way can we effectively promote students' all-round development.

9. The relationship between teachers and teaching materials. The new curriculum advocates replacing teaching with teaching materials, and teachers must find out what curriculum resources are, namely, teaching materials, students and teachers. Teachers don't have to "talk" about everything in the textbook. Teachers should thoroughly understand the curriculum standards and teaching materials, understand which are the core and key points, where are the "growth points" of ability and the divergence points of thinking, where can methods and value goals be better implemented, which students already know, where are the blind spots of students, which must be put into practice, which need guidance, and which can allow students to "learn by doing" themselves. In short, students should be guided to solve problems independently and cooperatively whenever they can solve problems through self-study and cooperation. Anything that is difficult to complete and accommodate in class will guide students to find information resources and obtain them through inquiry; What can be accomplished through practice or activities will be organized for students to participate; No matter what new problems or new ideas appear, they will be formed through dialogue and exchange.

10, the relationship between autonomous learning and cooperative learning. Autonomous learning refers to students' reading comprehension and independent thinking. Cooperative learning refers to solving the difficulties encountered in learning through mutual discussion among students in the group. Cooperative learning is based on autonomous learning. Students will not study independently and will not participate in discussions. For simple problems, students should learn independently and let them solve the problems themselves. For difficult problems, let them solve them first, then discuss them in groups, and finally put them forward in the name of groups, so as to help each other, learn from each other and inspire each other. Finally, we must choose the method according to the difficulty of knowledge. We can't simply take cooperative learning, and we haven't learned anything after the excitement.