毋庸置疑,教学中必然会产生大量数据,我们无法也无需回避这一事实。但是,承认数据的存在,与能够透过数据看到其背后的内涵,进而利用它们,改善我们的教与学,使之成为学业质量的有力保障之间,还存在着很大的距离。这些数据中,最能引起广泛关注的恐怕是各类学业质量监控中产生的平均分、及格率、优秀率、学生的定位分以及整体和个体的进退步幅度等。我们在本文中正是力求尝试以自己的实践为例,阐述如何通过关注数据来改善教师的教与学生的学的问题。 Undoubtedly, there is bound to be a lot of data in teaching, and we can not and do not need to evade this fact. However, there is still a long way to go before it admits the existence of data, and can see through its data the meaning behind it and then use them to improve our teaching and learning so that it can become a powerful guarantee for academic quality. Among these data, the most aroused widespread concern probably is the average score, passing rate, excellent rate, students’ orientation points, and the overall and individual rate of advance and retreat in all kinds of academic quality monitoring. In this paper, we are trying hard to take our own practice as an example to illustrate how to improve teachers ’teaching and students’ learning by focusing on the data.