Teaching practice has proved reasonably effective use of classroom discussion can not only improve the quality of teaching , more students ' innovative spirit , promote the development of thinking. But not every discussion can achieve this effect , told me many years of teaching practice in order to make the discussion maximize effectiveness , we must note the following:
教學實踐也證實合理、管用的使用商議不止能增長課堂教學品質，更能培育學生的創新神魂，增進思惟的進展。但不是每每商議都能達到這么的效果，積年的教學實踐奉告我要想使商議施展最大的效益，一定要注意以下幾點：

The purpose of the discussion must be clear
商議的目標要明確

In the case of the student teacher preparation time should be clear that the content is suitable to discuss , to be clear what the purpose of the discussion is more ? In order to discuss and discuss , or to emphasize the focus , focus and discussion , or to improve students' thinking ability and discussions. So be prepared to discuss the contents carefully and choose the discussion must follow three points: First, the issues discussed have appropriate difficulty. If it is too simple, the students can not appreciate the value of the discussion , but if too difficult , it is hard to get motivated student success , will influence the discussion. This requires that teachers must be detailed analysis of the actual course content and students to make appropriate arrangements. Second, the discussion should be of interest. No interest will be no motivation for discussion. Prep in advance so that students can find several students on the basis of prep interested in asking questions , so that teachers have a degree of certainty . Third, to reflect certain mathematical thinking in order to improve students' thinking skills. Organic unity above points need to discuss in order to achieve the best results. If the contents of the discussion more boring , it is necessary to create situations , to find ways to stimulate student interest , and guide students to actively participate in the discussion . Generally speaking, in the process of exploring new knowledge in the key and difficult at textbooks , and summarized in the discovery rules in the knowledge point of confusion in the application of knowledge to judge, when discrimination when communication links between knowledge , can organize the appropriate discussion.
教員在依據學惹事情狀況備課的時刻應當要明確那一些內部實質意義適應商議，更要明確商議的目標是啥子？是為了商議而商議，仍然為了著重提出重點、冒尖重點而商議，或是為了增長學生的思惟有經驗而商議等等。所以要專心準備商議內部實質意義，挑選商議內部實質意義務必遵循三點：一是商議的問題要有合適的困難程度。

To use a timely discussion
商議的使用要趁早

 During class time to reflect the student's specific to arrange discussions , according to the students' needs to decide when to discuss , that discussion to take control over the students , and truly reflects the people-oriented philosophy of education . To get students to consciously take the initiative to enter the discussion , the discussion achieve the best results , it should be ready to seize the dynamic thinking of students, in order to choose the best time for discussion. If the arrangements discussed on lesson plans, students answer the questions after , and it should not be discussed . By contrast , if the question found that many students can not answer , or find students controversy , confusion , understanding unclear when there is no discussion on even arrange lesson plans , organizations should also be timely to discuss and solve puzzles of students in mind.

 As in solving a quadratic equation using the formula method of teaching a lesson , I let the students talk about the experience of learning exercises completed. One student said: "Since the formula method is derived from the distribution method , and suitable for all the quadratic equation , say a lot of trouble with the method of solving equations , easy mistake, then with the method is not important , you can not use it the solution of the equation . " Now other students have expressed the same feeling, talk up. This is my surprise , I did not give specific answer, but simply to allow students to discuss , discuss with methods that important in the end , and then discuss which method to solve equations with simple to use . After a positive serious discussion with the method they think is important, there is no method with no formula method . This timely discussion not only enable students to appreciate the value of the distribution method , but also enhance the problem solving flexibility.

Give sufficient time for discussion of
 Many teachers have such experience , do not want to allow students to discuss , but fear not finish the established teaching task , sometimes taking up a lot of time talking about how to take into account the progress of teaching , it hastily, or allow students to discuss extracurricular . Hearty discussion came to an end , not only denied the enthusiasm of students to discuss , but also affect the next part of the teaching , in order to carry out positive interaction after discussions difficult. So once the organization necessary to fully guarantee the time to discuss discussions , exchanges and cooperation play feature panel discussions , awareness of the problem so that students achieve the desired depth and breadth .

 Such as: I have found in teaching students perpendicular bisector segment and bisector theorem and the converse of control is not enough, I will fully explore textbook recitation in the last half of the lesson allows students to discuss two questions :

In fact these two questions are examples of the book , the requirement is not allowed to read, discuss knowledge learned review solving approach and say the easiest way . If not enough time for discussion , students discuss the results of the method is still on the books , but can not think of the title ( 1 ) can be had for △ ADE A high- AF, AF is by permit in the perpendicular BC have AB = AC, title ( 2 ) can be had for D AB, AC perpendicular segment DE, DF, the angle bisector theorem DE = DF, and then permit the ∠ B = ∠ C, with a conclusion . And convenient way than the book . To allow students flexibility in the use of Theorem solving , improve the ability of the integrated use of knowledge , and strive to solving simple purpose , no amount of time is worth discussing .

 Increase participation rates discussed
 Effective discussion should discuss the full participation of students , if only a small area of ??discussion , even if the discussion is not successful then actively discussed .
 First, teachers should strive to become a student mentor. Teachers should actively participate in the discussion of students , the students become partners, collaborators, to timely provide some guidance . Secondly, we must be more of a tolerated. For a discussion of some of the unsatisfactory performance , to be more thinking about psychology , pedagogy perspective , learn understanding, tolerance and scientific guidance, not to be " sarcastic ", " furious " , thus affecting the students' initiative and creativity. Furthermore , we must respect the students . Let them talk about their findings and ideas , not because of the students' point of view is wrong, bad or does not meet the teacher's ideas on the midway interrupted his speech , this will hurt the student's self-esteem. Finally , we should encourage . Discussion of the student to give a positive evaluation , not only to encourage students with high academic ability whimsy , but also to encourage students with low academic ability positive attitude and courage. So that the students in a relaxed atmosphere to discuss , can experience the joy of success, naturally on the high participation rate .

 Discussions should be carried out in guidance
 As the saying goes : no rules , no standards. Discussion is also true , "sheep " type of discussion is inefficient. So teachers can not stand idly by when discussing discussion should be carried out under the guidance of teachers . First of all, to arrange a good member of the panel discussion . Let scholastic different combination of reasonable student , this would both improve the ability of students of high academic ability , but also enable students with low academic ability to get help to improve the effectiveness of the discussion. Second, teachers in participating students to discuss , to detect deviations and students to discuss the direction of the discussion on the process of thinking " stuck " in place give the necessary counseling, so that discussions go smoothly . Finally, teachers should guide students to civilized norms of discussion. To enable students to understand the discussion is a " discussion " and to express their views on the basis of respect for others , not to be cynical reasoning . Ask to speak to the students organize language , summarized the results of the discussion are summarized group. Requires students to timely reflection, careful analysis of their own bias on the issues discussed , correct their understanding and so on. Let the discussions in the specification, continue to train students to think , analyze, problem-solving skills , and effectively improve the efficiency of the discussion.