数学课堂是教师与学生进行教学活动的主要环境，然而一个教师的课堂，往往只能专注教学环节的推进，对学生的表现也只是一对一的交流，最终导致课堂效果不明显。课堂教学中借助课堂观察，多角度，更准确的反馈课堂教学效果。本文从“课堂观察”的研究现状、研究方法和具体案例等方面，通过教研组集体备课，讨论，制定课堂观察量表，促进数学课堂教学有效性的提高，实现了校本教研的一种全新的尝试，从而探究“课堂观察”如何提高初中数学课堂教学的有效性。运用课堂观察对数学课进行研究，通过课前会议、课中观察、课后会议，构成了确定问题——收集信息——解决问题，不断完善教学设计的循环研究过程，加强教学有效性的定性与定量分析，提高了教学设计与反思，改进研究的针对性。基于对教师的课堂录像对教师课堂上普遍关注的方面，如从教师的提问到学生的回答；从教师对学生的关注度到学生的课堂学习积极性进行研究，目的是扫清课堂死角，促进有效的教学行为的形成。本论文研究的结论是，教师通过课堂观察的量化数据结果，有利于反思教学理念与教学行为，感悟和提升自己的教学能力，从科学的角度研究课堂教学，从而提高课堂教学的有效性。

A teacher's class, often only focus on the teaching, students' performance is one-to-one communication, resulting in classroom, but the effect is not obvious and unable to accurately identify the problem, so in the classroom instruction, the classroom observation, with more accurate feedback the effect of classroom teaching. From the teacher's questions to answer; students' The attention of students from teacher to student's learning enthusiasm... Cleared to promote effective classroom teaching of corner, the formation of behavior. The teacher through classroom observation, the quantitative results reflect teaching idea and teaching behavior, and improve their ability of teaching and scientific research from the perspective of classroom teaching, so as to improve the effectiveness of teaching.From the "classroom observation research status quo, research methods and the specific case, etc., explore" classroom observation "how to improve the effectiveness of junior middle school mathematics classroom.