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Effective teaching theory is an important branch of pedagogy. It is both a theoretical and an applied science; It should not only study the phenomena and problems of teaching, reveal the general laws of teaching, but also study the methods, strategies and techniques of using and following the laws to solve practical problems in teaching. It is both a descriptive theory and a prescriptive and normative theory.

Effective teaching means that teachers follow the objective laws of teaching activities, and achieve teaching goals and students' personality cultivation and all-round development with as little time, energy and material resources as possible, so as to achieve as many teaching results as possible.

The effectiveness of teaching has the following threefold implications.

1.Effective--refers to the degree to which the results of the teaching activities are consistent with the expected teaching objectives.

3.Effectiveness - refers to the benefits of teaching activities and the realization of the value of teaching activities, specifically refers to whether the teaching objectives are consistent with the educational needs of specific societies and individuals, and the degree to which they are consistent.

Author. Chen Xiaorui.

Summary. "Research on the Theory and Practice of Effective Teaching" studies the problem of teaching effectiveness. The book is divided into 12 chapters.

Chapter 1 is a study of effective teaching theory, which expounds the concept, theoretical basis, characteristics, evaluation criteria and implementation strategies of effective teaching. Chapter 2 is about effective classroom research and practice, focusing on how subject teaching can improve teaching effectiveness and students.

Publication source. Shaanxi Normal University Press, 2007

The formation of teaching theory: The formation of teaching theory has gone through a long historical stage, from the summary of teaching experience to the maturity of teaching ideas and the formation of teaching theory. This process is a process of deepening, enriching and systematically deepening people's understanding of teaching practice, and systematization is the symbol of the formation of teaching theory.

Background and representatives.

Main representatives: (American) Bloom (.

After entering the 40s of the 20th century, some American educators proposed to pay attention to the development of students' ability to use knowledge to solve problems on the basis of imparting knowledge, and on this basis, the University of Chicago, where Bloom worked, began teaching reform. Bloom started with the reform of the examination, reformed the requirements and methods of the examination, and then changed the purpose and method of teaching. In his work and research, he has paid great attention to the objectives of teaching, whether it is examination reform or teaching reform, and it is important to determine the teaching objectives.

The role of evaluation, in turn, is to understand the extent to which students are meeting their teaching objectives. In 1956, he published Taxonomy of Educational Goals: The Cognitive Domain, which became the first influential work on educational evaluation. He firmly believes that effective teaching starts with knowing exactly what you want to achieve.

Since the end of the 60s of the 20th century, Bloom has conducted in-depth research on improving the teaching process and methods, giving full play to students' learning initiative and learning ability, and comprehensively improving the quality of teaching, and put forward a complete set of theories of "mastery of learning". This is the central point of his theory of effective teaching.

The basic idea of mastery learning is that almost all students will be able to achieve the goal of mastery if they are provided with the right materials and teaching, and given enough time and appropriate help to study. At the heart of this teaching strategy is the idea that the reason why many academics do not achieve good academic results is not intellectual, but because they do not receive the teaching help and study time that is appropriate to their different characteristics.

In order to promote mastery learning, Bloom proposed a new concept of evaluation: "diagnostic assessment", "formative assessment", and "summative assessment". The aim is to develop and promote the development potential of each student in a holistic, maximized way, so that all students can do their best to learn and ultimately reach their destination.

Bloom's "taxonomy of educational goals", teaching evaluation theory, and "mastery of learning" teaching strategy are the main contents of his effective teaching theory, and the three ideas are closely related to promote the realization of his core educational ideas.