一、优化教学目标。教学目标的高度统一与学生发展差异性之间存在着矛盾。为解决好这一矛盾,教师要根据教材和学生的实际,制订好准确而完整的课时教学目标,并注重目标的层次性、多元性,力求正确、具体、层次分明地实施教学目标,注意发挥教学目标的“导向”、“控制”、“检测”和“反馈”作用。教学目标要由单纯传授知识转移到知识、能力和个性的和谐发展,每一节课均应安排一定的时间进行形式多样的练习,当堂检测教学效果,了解教学目标的达成度,并及时补标、矫治。二、优化课堂师生关系。要改变把学生当作接受知识的容器而置于被动学习地位的传统观念,确立“以教师为主导,以学生为主体,以训练为主线”的教学思想。在课堂教学中,教师 First, optimize teaching objectives. There is a contradiction between the unification of teaching goals and the differences in student development. In order to resolve this contradiction, teachers should formulate accurate and complete teaching objectives in accordance with the teaching materials and the students’ realities, and pay attention to the level and diversity of the goals, and strive to implement the teaching objectives correctly, specifically, and in a conspicuous manner. The “directed”, “control”, “detection” and “feedback” effects of teaching objectives. The teaching goal should be transferred from simply imparting knowledge to the harmonious development of knowledge, ability and personality. Each class should arrange a certain amount of time to carry out various forms of exercises. It should test the teaching effect, understand the achievement of teaching objectives, and make timely Standard, correction. Second, optimize the classroom teacher-student relationship. We must change the traditional concept of placing students in the position of passive learning as a container for receiving knowledge, and establish the teaching ideology of “teacher-oriented, student-centered, and training-based.” In classroom teaching, teachers