Today, with the in-depth development of curriculum reform, the majority of teachers are trying to seriously reflect the requirements of curriculum standards and strive to improve the effectiveness and quality of classroom teaching. However, in classroom teaching, teachers often have "uncertain goals", which are important, difficult and error-prone, and they can't grasp them and don't know when to achieve them. How does the teacher know how the students are learning? How effective and efficient is learning? How to evaluate and measure the learning level of a class? How to monitor learning quality and learning situation? These phenomena. The use of "two-way teaching goal list" can avoid the blindness of teaching, strengthen pertinence and promote the effectiveness of teaching. It can help teachers grasp the key points and be targeted.

I first heard the term "two-way list" in January of 20 13. At that time, the school invited Professor Guo Jingyang to give a lecture and issued a "two-way detailed list". I felt at a loss at that time. Later, at the request of the school, I tried to make a unit "Two-way Detailed List of Classroom Teaching". Although I felt a little difficult and hard at first, I found myself making progress after the end. At the same time, I also found out what needs to be improved in the process of setting classroom teaching goals through the "two-way detailed list". Although my relevant theoretical knowledge is still very poor at present, at least I have a practical understanding of two-way lists. I also felt troublesome, hard and difficult from the beginning, and now I realize the significance of "two-way list" in promoting effective teaching, and intend to use scientific research to lead my teaching, improve my teaching level and keep pace with the times. The following are some preliminary understandings of my practice for one year:

First, student-oriented, guiding learning objectives-guiding teachers to teach and guiding students to learn.

In order to have a good class, preparing lessons is the key, and setting goals is the first step. The introduction of classroom teaching, the design of process, the selection of exercises and the classroom test are all carried out around the goal.

Before the teaching of each unit, according to the requirements of the syllabus, the knowledge and ability system of this unit is established, and then it is put into the "two-way list of classroom teaching" to make the objectives of each class clearer, more accurate and more appropriate, so that students can learn with goals, teachers can guide them with evidence, students can feedback and regulate their learning process in time, and at the same time, the degree of each class has operational standards, so that classroom teaching can be controlled and moderate. Take the "two-way teaching list" of our English subject as an example. It is divided into two parts: the list of teaching objectives and the list of evaluation objectives, and the teaching content and achievement degree are refined and decomposed. In the vertical "goal decomposition", the knowledge points of this lesson are divided into five aspects: listening, speaking, speaking and writing, language function and cultural awareness. The knowledge objectives, process methods and emotional attitude objectives of each class are mainly decomposed according to the curriculum standards and the contents of the teaching materials, which are the knowledge points and overall objectives to be mastered in this class. This requires teachers to fully study curriculum resources and have a holistic grasp and division of disciplines. The horizontal "learning and examination level" lists the learning level and evaluation standard: according to the requirements of different goals, it is divided into three levels: memorization, understanding and application. Teachers are required to decompose the thinking slope of each knowledge point according to the learning situation, which requires teachers to adjust the performance requirements according to the actual situation of class students. For example, for the second goal, the learning level requires that knowledge points can be applied, and the evaluation goal is clear. Multiple-choice questions, fill-in-the-blank questions and answer questions are used to detect the degree of compliance, all of which are questions at the application level. The vertical "goal achievement" is the requirement for students' study and the way to achieve the goal. Students' "learning goals" basically correspond to the goals in the above "goal decomposition", but they are not exactly the same. Students' "learning goals" focus on students' own learning requirements, and in "achieving goals", they also point out the key points of learning. By making this form, my class is based on the focus of the textbook, from the three dimensions of knowledge, ability and theme.

Second, the design process and problems-monitoring "how to achieve goals and individual concerns"

According to the "two-way teaching goal list", when designing the teaching process, each goal guides the corresponding situation creation and problem design. In this way, even if different teachers have different teaching styles and different students have different learning abilities, the basic teaching content and process orientation are clear, and the progress of each step is clearly considered. The ineffective time caused by trivial language and pursuit of form in the classroom can be minimized, and the optimization of self-monitoring in the teaching process can be effectively implemented.

Third, check the learning situation, test and evaluate-monitor the "goal achievement rate"

What students learn is more important than what teachers teach. Evaluating students' learning can effectively monitor students' learning. Each unit has set up basic classroom test questions, which are assigned to each class for five minutes, to comprehensively test each student's learning situation in the classroom, so as to facilitate students' self-monitoring and teachers' timely adjustment of teaching strategies. The design of the test questions is based on the "List of Evaluation Objectives". Then, in daily work, we should also reflect the pre-established knowledge and ability points in each class, mainly by doing extracurricular basic tests to improve them. Finally, in the stage test, mid-term and final review exams, the knowledge and ability of the stage are integrated, so that students can cycle repeatedly, improve constantly, experience the effectiveness of learning and feel the joy of learning.

At present, I have worked out a two-way list of classroom teaching for two semesters. Its concise and concrete classroom quality control method effectively ensures the accuracy, practicability and suitability of classroom teaching objectives, makes every basic link of the classroom based on each student's cognition and experience, and has a clear, standardized and operable self-monitoring method for students and teachers, so that our teaching truly reflects students' "burden reduction and efficiency improvement" and truly realizes effective teaching.