With the deepening of history curriculum reform in middle schools, the effectiveness of history classroom teaching has been puzzling the first-line middle school history teachers. Professor Yu, a core member of the curriculum reform expert group of the Ministry of Education, said: "The effectiveness of classroom teaching means that students gain, improve and progress in their studies through classroom teaching activities. The concrete manifestations are as follows: in cognition, students never understand to understand, from less knowledge to more knowledge, and never attend meetings; Emotionally, I never liked it, never loved it, never interested in it. " The author wants to talk about some superficial views on how to realize the effectiveness of history classroom teaching based on his years of junior high school history teaching practice. 1. Clear teaching objectives are the starting point of effective teaching. There are many characteristics of the effectiveness of classroom teaching, but the core point is how to effectively achieve the teaching objectives. Reflecting on the current situation of history teaching, it is not difficult to find that many teachers' understanding of teaching objectives is superficial. In the eyes of some teachers, the teaching goal is only a few paragraphs in the teaching reference book, which can be copied, and there is a lack of understanding of the importance of the teaching goal. The junior middle school history curriculum standard clearly defines the history teaching goal as knowledge and ability, process and method, emotional attitude and values. But for some teachers, this is just a new formulation of the original knowledge goal, ability goal and moral education goal, lacking real internalization and thinking. Therefore, history teachers should first accurately understand the connotation of the "three-dimensional" goal: "knowledge and ability" emphasizes the basic knowledge and skills of history, which is the basic requirement of curriculum learning; "Process and Method" emphasizes the process and method of historical understanding, and requires students to participate in the process of historical learning and form correct learning methods, which is a highlight of the curriculum goal; "Emotion, attitude and values" is the core and soul of the "three-dimensional" goal, and it is also the field with the most innovative potential in the teaching process. Therefore, when making teaching objectives, we should see whether they are comprehensive or not, and whether there are omissions in the three dimensions, because these three dimensions are an inseparable, integrated and infiltrated continuous process and an organic whole. Of course, for each class, we should pay attention to the decomposition of the teaching objectives of this class to make it detailed and small. Don't have too many goals, not every goal is equally important in specific classroom teaching, but should be determined according to specific teaching content; Second, whether it is clear, that is, whether the goal statement is practical, specific, clear and operable; Third, whether it is appropriate, whether it takes into account the inherent needs of students, and whether it is suitable for students' existing knowledge base, thinking structure and ability level; Fourth, see if it is implemented in teaching activities. Only in this way can teaching have a clear direction, and students can understand the direction and goal of their efforts. 2. Creating problem situations-the channel of effective teaching 2. 1 Focus on problem design. The effectiveness of questioning is closely related to the design of questioning. The difficulty of the designed topic should be appropriate. If the topic is too difficult, students will lose confidence in answering. The problem is too easy, which is not conducive to the improvement of students' ability. The difficulty of the questions should be based on the fact that most students can answer correctly after thinking, that is, design more questions that will not make students "sit on the ground and pick peaches" or "you can't pick peaches with a ladder", but can make students "jump up and pick peaches". Classroom questioning should form a series as far as possible, closely follow the teaching content, and distinguish easily confused and wrong knowledge points through questioning. 2.2 accurately express the problem. Asking questions clearly can improve the possibility of students answering correctly. The language of questions should be accurate, concise and clear. Try to avoid rhetorical questions. Avoid including answers in questions, and avoid asking questions for the sake of asking questions in class. Many questions are expressions of "right", "yes" and "good", or students are often asked to answer by reading a text or repeating what the teacher just said. This lack of thinking and creativity makes students lose interest and motivation in history learning and feel that history learning is boring. 2.3 Be sure to ask questions according to people. Teaching students in accordance with their aptitude is very clear to every teacher. When it is applied to classroom questioning, it is manifested as teaching students in accordance with their aptitude. Because students have individual differences, different students have different foundations, different understanding abilities and different ways of thinking. Teachers should fully consider students' differences and levels when asking questions in class, start from students' needs, adapt to students' learning needs to the maximum extent, and implement differentiated teaching according to students' different situations. After the teacher asks questions, he should be good at observing words and feelings. Generally speaking, students who can bravely meet your eyes often expect to stand up and answer, while those who bow their heads and say nothing may be "wishing the teacher not to ask me to answer." According to the difficulty of questions and students' expression, students of different levels are selected to answer, so that students of all levels and types can do their best and get their place in the classroom. 3. Advocating cooperative inquiry-the key to effective teaching cooperative inquiry learning is also one of the learning methods actively advocated by curriculum reform. The so-called "cooperative inquiry learning" refers to students' mutual learning with clear division of labor in order to accomplish the same task in groups or teams. "Cooperation" is not a simple combination table. A few people gather together and just say a few words. I think the effective ways to organize students' cooperative learning are: on the basis of autonomous learning, firstly, students are grouped independently according to personal interests, needs, learning basic level and other standards. Large groups can also be divided into several competitive groups independently according to their academic performance and learning ability, so that each group can have various levels, make groups comparable and form a competitive mechanism between groups. The basis of "cooperation" is division of labor, without which cooperation is impossible. "Division of labor" for students, the first is autonomous learning. Students learn independently, think independently and have their own opinions before they "cooperate". "Cooperation" requires the cooperation between teachers and students, and more importantly, the cooperation between students and students. In the process of "cooperation", teachers mainly play the role of directors, mainly asking questions, enlightening thinking and guiding, or throwing bricks to attract jade or icing on the cake. Guide students to think quickly, sum up carefully and compete for results. Students' activities should be colorful. On the basis of independent thinking, they can discuss at the same table, communicate back and forth, debate and compete in groups. Research-based learning is to select and determine research topics from the subject field or social life, and through students' independent discovery of problems, investigation and research, information collection and processing, expression and communication and other inquiry activities. For students, they should learn to cooperate and communicate in inquiry. For teachers, it is necessary to fully understand the teaching materials, and then recreate the teaching materials according to the students' cognitive laws and actual conditions, and carefully design the inquiry questions. Pay attention to the design problem. First, it should be moderate, so the difficulty is moderate, which can stimulate students' curiosity and thirst for knowledge and avoid fear. The second is to guide students to analyze and understand the teaching materials from multiple angles, channels and aspects, and choose the best starting point to make the questions set novel and enlightening. Thirdly, there should be gradations, that is, gradations, enlightenments and explorations to lead students' thinking to a new knowledge level step by step. 4. Realizing emotional experience-the return of effective teaching 4. 1 Building emotional cognition-the integration of knowledge and practice. Instruct students to read history textbooks and extracurricular books selectively; Or through the historical situation created by teachers, the feelings and inspiration gained from it; This requires teachers to be good at choosing the "enlightenment point" of teaching content. Many historical events themselves can arouse students' emotions, such as China's four great inventions, the Nanjing Massacre by Japanese troops and so on. Can naturally and strongly arouse students' inner emotional experience. There are many historical facts that are abstract and boring, and it is difficult to arouse students' emotional experience. Therefore, teachers must carefully look for the "enlightenment point". We can let students increase their understanding of historical knowledge in colorful activities, such as debating, guessing, looking for the past after class and answering questions first. Encourage them to participate actively and learn independently, so that students can breathe with historical figures, collide with each other and communicate with each other. 4.2 The construction of values-the blending of emotion and knowledge. Of course, values have typical personalized characteristics, which is what we usually call individuality. Moreover, we know that the formation of character can not be formed overnight, and it is obviously not possible to rely solely on a few historical stories or events. This requires us to take the education of emotional attitude and values as a part of our classroom, and on the basis of targeted, planned, conscious and step-by-step emotional experience and attitude education for students, we should adhere to the unity of entertaining, reasoning and reasoning for a long time, and regard the teaching process as the unity of knowledge, emotion, will and action. In a word, effective classroom is an idea and a pursuit of value. In the classroom teaching process of the new curriculum, it is urgent for our teachers to manage the history classroom attentively, not only to let our students learn the knowledge and skills that are beneficial to their own development, but also to acquire the learning methods and values that will affect their future development, and to let our teachers develop together with the students in the classroom of independent innovation, which may be the new goal of classroom teaching effectiveness under the background of the new curriculum.