Efficient classroom reading experience

Efficient classroom reading experience Fan Wenyi:

Through this period of study on efficient classrooms, I understand that efficient classrooms are equivalent to traditional classroom teaching. The efficient classroom is based on the classroom, through teaching reform, to achieve low consumption and high efficiency, thus achieving the unification of teaching and education. Compared with the teaching mode of “learning and guiding, the standard in the classroom”, it is to teach students to learn actively and innovate knowledge; to strengthen individualized education and respect the differences of students' personality; to take group organization as the starting point, to autonomously, cooperate and explore For the essence, an educational ideology in the direction of developing students.
First, the effectiveness of teaching.
The effectiveness of teaching refers to the development of students through classroom teaching, which refers to the coordinated development of knowledge, skills, processes, methods and emotions, attitudes and values. Generally speaking, the effectiveness of classroom teaching is through teaching activities, and students have learned, improved, and improved in their studies.
Through a period of practice, I know that the habit of cultivating students' independent thinking and cultivating students' creative spirit and practical ability are the main purposes of our curriculum reform. Our teachers should pay attention to and respect the students' main position in the classroom teaching. According to the actual situation of the students, students should have an equal, democratic, harmonious and harmonious relationship with the teachers in the classroom, so that students can develop the habit of active learning and active discussion. And to make all students learn, each aspect of each student can be developed, and students must not be passive.
Second, good classes and good teachers. A good class for efficient classroom interpretation is to let the students learn the lessons that are good lessons; the teachers that the students learn are good teachers. What students should learn should be the standard for evaluating the level of teaching. The teaching of knowledge is the core task of classroom teaching, but whether it can cultivate students' innovative ability is also a measure of our teaching work. It erases the formation process of knowledge, or unilaterally exaggerates the role of teachers, and replaces students with independent thinking and solving difficult problems. This kind of classroom is not an efficient classroom. Therefore, in the teaching process, we should pay attention to the issue of inspiration, encourage students to change their perspectives, let them actively participate, fully carry out classroom discussions, increase multi-directional communication opportunities, and let students' thinking sparks collide with each other to cultivate students' acceptance and processing of information. ability. Inspire each student's desire to learn and do everything possible to get students to learn.
Third, thinking, generation, and expression. Thinking ability is to develop students' ability to solve "what" and "why". Generating power is the knowledge conclusion, emotional attitude and ideological quality generated by the combination of rational thinking and perceptual thinking. Expressiveness is first manifested as a listening, speaking, reading and writing ability with its own attributes, and of course, the team's ability to organize and communicate with the outside world.
In short, efficient classrooms must be student-centered and happy. Really return the class to the students, so that the students can learn independently, learn collaboratively, share the results in the smart and fresh classrooms, effectively improve the students' enthusiasm for learning, and maximize the efficiency of classroom teaching.

Efficient classroom reading experience Fan Wen 2:

After reading the book "Efficient Classroom", I deeply felt that the efficient classroom is not taught, but the teacher provides students with a loose display platform, students learn in their own learning and games. But in the long-term teaching practice, I have not really understood its connotation. I have tried to create a relatively relaxed and pleasant environment for students to let them happily lie in the ocean of knowledge, but they are completely worried about their achievements and bad grasp. Therefore, in teaching, most of the time is still taught by teachers. I am afraid that students can’t understand, talk and talk, sometimes students are annoyed, and they don’t necessarily achieve the desired effect. I have been depressed for this.
Through learning, I know that the efficiency of classroom teaching means that in the early and normal classroom teaching, through the guidance of teachers and the active learning thinking process of students, the teaching tasks are completed efficiently and with high quality in one class, and the students are highly efficient. development of. For teachers, it refers specifically to the coordinated development of knowledge and skills, processes and methods and emotions, attitudes and values ​​of “three-dimensional goals”. For students, it means that students are in the process of understanding, from ignorance to knowledge, never love to love, never interested in the process of interest.
"Efficient classroom" is the teacher's student's connection through the mind, the communication of opinions, the collision of thinking, the pursuit of coordination and harmony of teaching, and the realization of students' efficient learning and independent development. It is proposed that the efficient classroom is mainly aimed at the inefficiency of the original classroom teaching. Looking back at our classroom: Classroom teaching centered on “independence, cooperation, and inquiry” is highly appreciated. I once pursued the "fun" in the classroom atmosphere; the "materialism" on the surface of the teaching process such as fancy pursuit of classroom teaching methods. “Self-independence, cooperation, and inquiry” is of course important, but the students are all students, and some problems are only discussed on the same shallow level, and the surface problems are repeated in a mess. Teachers do not guide, do not play the leading role of teachers in classroom teaching, can such a classroom be efficient? Obviously, as long as we put ourselves in the position of the leader and the "bystander", we will return the class to the students and let the students become the masters of the class. Because of the repeated tempering, they will create confident students. In the future teaching, only based on their own classroom practice, applying the theory to practice, learning from the experienced old teachers, further practicing the basic skills of teaching, learning to reflect and innovate, will have real progress.

Efficient classroom reading experience Fan Wensan:

Professor Wang Minqin said: "No matter how the curriculum reform is changed, it is the basic skill of our teachers to study the teaching materials and grasp the teaching materials." Only by grasping the teaching materials can the teachers be able to navigate the teaching. Therefore, it is especially important for efficient classroom teachers to study the textbooks in depth and to grasp the layout of the textbook as a whole.
First, efficient classrooms should work hard to prepare lessons.
In order to grasp the layout of teaching materials, teachers must undergo a lot of reading and preparation before preparing for the lesson. It is not only simple to write a lesson plan, but also must be thoroughly and thoroughly studied. The first preparation can be done without reference to any famous teaching plan or reference book. The lesson is directed at the lesson of others and refer to other people's preparations to see which ones are thought of by others and they have not thought about it. Think about why others should design this way, absorb the wisdom of others to supplement their teaching design; finally, after class, according to the class The actual situation is written to reflect after class and adjust your teaching strategy. This kind of preparation can promote our teachers to think independently and improve their ability.
In addition, the preparation of the lesson should be based on two angles, tightly tied to two lines.
1 Prepare lessons at two angles. For the content of the same textbook, the age, cognition level and life experience of teachers and students are greatly different, and the actual interpretation of the content of the textbook is inevitably huge. Therefore, when preparing lessons, teachers should carefully study the textbooks and accurately understand the editor's intentions. They must not only prepare for the lessons from the perspective of the teachers, but also stand in the perspective of the primary school students to read the textbooks and ask questions. First of all, from the perspective of students' cognition, standing at the height of the text as a whole, observing the problems that students may encounter and the methods they need to have, analyzing the knowledge and training points that should be implemented, finding the intersection of three-dimensional goals, in the heart and students. Early dialogue, thorough study of the textbooks, can give the opposite of the content of the textbooks, and the variant exercises progressively. Then, what should I teach and teach in the teaching? What do students learn and how to learn?
2 two lines of teaching. There are two main lines throughout the textbook layout: one is the bright line, that is, the connection of knowledge; the other is the dark line, which is the mathematical thinking method hidden behind the knowledge. For example, when teaching "Score Addition and Subtraction", the bright line is: the meaning of the addition and subtraction of the score is the same as the meaning of the addition and subtraction of the integer. The dark line is: There are mathematical ideas such as migration analogy in this lesson. In the teaching, after the students ask questions according to the theme map, guide the students: take the initiative to participate, solve the problem and try to solve the problem. Understand the meaning of fractional addition and subtraction. According to the information in the question, how should the first question and the second question be listed? Let the students write and write. According to the student report, the board book: 1/16+7/16=, 7/16-1/16=. Let the students say the meaning of the formula and guide the students to understand that the addition and subtraction of the score has the same meaning as the addition and subtraction of the integer. Using the meaning of the score, understand the mathematics of the same denominator score, and summarize its algorithm. Students try to calculate 1/16+7/16 by the pen, and the same denominator score is added and subtracted through communication. The denominator is unchanged, and only the molecules are added and subtracted. In this way, the students apply the meaning transfer of integer addition and subtraction to the problem solving of the score addition and subtraction. In teaching, the intention is not to show the meaning of the addition and subtraction of the score, but to deliberately guide the students to use the old knowledge of the integer addition and subtraction that has been mastered to migrate to the new knowledge of fractional addition and subtraction. Two clues are used to help students use existing knowledge to try to calculate score addition and subtraction. Students go through the whole process of calculation and form a good cognitive structure.
Many teachers are only used to preparing teaching content while preparing lessons, and neglecting students. If the teacher does not study the students' mastery of the content being taught, do not study the individual differences of the students, understand the actual situation of the students, select the "cut-in point" of the classroom teaching according to the cognitive rules of the students, and rationally design the teaching activities. Careful consideration of the details in the classroom teaching, full consideration of the cognitive bias that may occur in the classroom, design emergency plans for possible situations, and ensure the smooth progress of classroom teaching. Also design high-quality, targeted classroom exercises. For example, when teaching encounters problems, design engineering problems, ergonomic problems, and vice versa in the consolidation exercise, because their problem-solving ideas and encounter problems are exactly the same. Finally, design a chase problem in the variant contact, compare it with the knowledge of this section, find out the same points and different points, so that students can firmly grasp and flexibly grasp the knowledge of this lesson, that is, they can give inferences.
Second, efficient classrooms must change the concept of teachers and pay attention to the process of teaching and learning.
In the context of the new curriculum, the role of the teacher has changed, the way of teaching and learning has changed, and the focus of our attention to efficient classrooms has also changed. The new curriculum requires students to participate in teaching and learning activities in full, full and wholeheartedly. Students' emotional state should be concerned. Teachers should stimulate students' motivation and interest in learning. Students should be engaged in learning with full mentality and self-regulation. Controlling learning emotions, maintaining a long notice of learning, curiosity and intense curiosity. Teachers should stimulate students' deep thinking and emotional input, encourage students to question and think independently, guide students to express their own opinions in their own language, and cooperate with other students to communicate and solve problems together. In addition, the classroom should be good at empathy and change the roles of teachers and students. For example, when the initial understanding of the teaching angle, let the students read the method of drawing the corners themselves, and then tell the teacher the steps of drawing the corners. Work together. The purpose of this is that students can read and think in the future while reading the textbooks. In the classroom, students should be encouraged to ask questions, guide students to ask questions, and then discover problems. Students should be questioned about the time and space so that students can question them at any time. They will question the development of their own thinking and their ability. By questioning students to obtain useful thinking training, change "learning" to "learning", and "discovering problems - analyzing problems - solving problems - rediscovering problems" to develop a habit of thinking. For example, the teacher knows the quadrilateral class, the teacher asks the students to observe all the quadrilaterals, and asks questions about these figures. One student asks: Why are the quadrilaterals and the shapes are different, the students can ask such valuable questions, explain This student has been actively thinking and developing a good habit of thinking hard about thinking. In the future teaching, we should pay attention to cultivating students' ability in this aspect.
Third, standardize the writing of the work, cultivate students' interest in learning and good study habits.
What teachers need to do is to carefully design the work, innovate the way the work is done, and reduce the repetition of students, mechanical, and invalid work. The teacher carefully designed the targeted, hierarchical, selective, practical and open homework, the innovative work correction form, the main role of the students in the homework correction, the stimulating role of the teacher-student exchange, the timely evaluation of the work, and the promotion of students The role of continuous improvement and development.
Main measures: Strengthen the inspection and evaluation of teachers' homework assignments and corrections, organize work design discussions, conduct excellent class work evaluations, and evaluate parents' teachings, etc., to promote the optimization of homework design, so that teachers can form independent design and high-quality work. And timely review the good habits of evaluation. We must not only encourage the progress of students' achievements, but also encourage students to form good study habits. Students should be able to actively speak, practice seriously, and complete homework in a timely manner. Our appropriate incentives are to prepare students for efficient learning and to achieve a larger and more efficient classroom.
Efficient classroom in my mind
First, we must "clear." Knowledge is clear, methods are clear, ideas are clear, links are clear, and penetration is clear. "Clearly and clearly, one line reflects the taste of mathematics." Second, we must be "new." The content is novel, the method is innovative, more attractive, and there is more value to explore. Third, we must "live." The method is flexible, the students are active in thinking, the teachers and students are smart, and the classroom is open. Fourth, we must be "real." They are alive and solid, live and not chaotic, and the implementation of knowledge, methods, skills, emotional attitudes and other aspects can be implemented. Fifth, we must be "odd." Unexpectedly, different, design strange links and explore valuable teaching methods. Let us work together to turn our mathematics classroom into a truly humanistic, agile, realistic, and energetic stage. Here, only the collision of wisdom and wisdom, the blend of mind and soul; here, everyone can feel their own existence, everyone can have their own dignity, and everyone can feel the growth of their lives.

Efficient classroom reading experience Fan Wensi:

After reading it, the deepest experience is that it summarizes the ultimate goal of our classroom teaching in the most concise language, and points out the direction of our classroom teaching.
First of all, it gives us a clear picture of what kind of classroom is an efficient classroom, and our teaching has a direction, and we can achieve the teaching goal. Efficient classrooms emphasize everything as student-centered and happiness-based. In this sense, whether classroom teaching is efficient or not must be reflected and evaluated from its two levels of efficiency and effectiveness. Therefore, efficient classrooms should strive to achieve the goal of cultivating people through high-level means through classroom teaching activities. Effective classrooms should be an effective combination of high efficiency and high efficiency. Furthermore, it gives strategies, patterns, and classroom requirements for efficient classrooms. It also puts forward requirements for our teachers. We must not only prepare teaching materials, but also prepare students, prepare time and space, and so on. It emphasizes the interaction between teachers and students, interaction between students and students, cooperative learning and classrooms with summary and consolidation exercises. Third, it gives a form of evaluation for efficient classrooms.
By learning, I really understand what kind of classroom is an effective classroom, and how to do it to make your classroom efficient. “Efficient Classroom” is a phrase consisting of two words—“Efficient” and “Classroom”, and the keyword is “Efficient”. “Efficient” should include the efficiency of the students and the efficiency of the teachers. The efficiency of students can be effectively developed through learning in the classroom. The efficiency of teachers is to achieve high-quality, high-efficiency teaching tasks and a slight improvement through classroom teaching. Of course, students are the main body of learning, and students' efficient development through learning in the classroom is the foundation of an efficient classroom. A truly effective classroom should be that students are willing to learn, study, and learn. Students can experience a joy and happiness of growth from their learning! The emergence of students' ideal learning status lies in the teacher's guidance, which is the teacher's careful design of the classroom, the careful selection and refinement of the teaching materials, the meticulous preparation of the consolidation exercises and the improvement exercises. To this end, teachers must work hard to grasp the pre-study preparations of students, and design activities that can stimulate students' interest, enable students to learn independently and cooperatively, and obtain the maximum teaching effect in a limited classroom teaching time, so that teachers naturally As students improve, their quality can be greatly improved. I also think that the efficient classroom has made some changes to the teacher-student relationship to some extent, and this change is caused by the boring talk of the teachers in the traditional classroom, the one-way indoctrination relationship of the students who are helpless and passive. The students are self-learning, cooperative learning, and teachers are promoted to guide students to conduct multi-faceted exchanges and discussions. Efficient classrooms are the critical absorption and improvement of traditional classrooms, abandoning the essence of the dross, or a change and sublimation. The teacher-student relationship under this kind of classroom is a new type of teacher-student relationship in which teachers and students are truly equal and harmonious, exchange zero obstacles, and are harmonious and warm. Of course, in the efficient classroom learning, the students' thinking is open-ended, which has higher professional standards and requirements for our teachers than the traditional classroom requirements, higher standards!
After studying "22 Classes in College Classroom", I believe that in order to create a truly "efficient classroom," we must strive to become an excellent teacher who meets the "efficient classroom." The standard of a qualified teacher is "learning as a teacher and being a fan." But to become an excellent teacher who meets the "efficient classroom", I feel that not only must have deep professional knowledge and ability, that is, high standards of "learning high", but also to achieve high standards of "body integrity", outside the school Words and demeanor, dressing, behavioral ethics and other aspects can become role models and models for students and parents, and play a role in model demonstration. In addition, we must have love for our students. It is a heartfelt love, but it is not enthusiasm and short-term, but it is as long as a trickle, allowing students to reverence, care and influence students' behavior. I have a strong sense of professionalism in education, and I can find my own happiness and feelings of happiness from the teaching!
A good teacher, in addition to the above conditions, the classroom teaching must be able to be carefully designed and thoroughly prepared, this will be a high-level class, with such a section, day, week, week, January Students are naturally willing to learn, study, and learn in the efficient classes of the month and year. For these goals, I have to work hard to make myself a teacher with an effective classroom.
The main body of an effective classroom is a student, but how can we fully reflect the student's subjective position in the classroom? This depends on how the teacher works in the classroom. It can be seen that the teacher's factors are also very important.
The efficient classroom is called "the supermarket of knowledge, the carnival of life" can be described as a wonderful flower. Efficient classrooms influence the growth of contemporary students themselves, and help to effectively realize the combination of learning and being a person, theoretical thinking and social practice, broad knowledge and strong ability, technical literacy and humanistic quality, healthy body and psychology, and realize themselves. Harmonious and healthy growth. By linking the role of “efficient classrooms” with the students' own development, we can more easily understand and grasp the essence of efficient classrooms.

Efficient classroom reading experience Fan Wenwu:

By reading this book, I think that "efficient classroom" is actually "efficient" and "classroom". The most valuable point of a truly effective classroom is to let students learn to learn and feel happy in their studies. A truly effective classroom must be that every student has something to do at every stage of the day. Under the new curriculum concept, we emphasize that we should pay attention to every student, not a fashionable idea, but to ensure the needs of the classroom. It should be that students want to learn, are willing to learn, study well, and learn to learn. More than 60% of the students in the classroom should master more than 80% of the classroom teaching content. Students attend classes like supermarkets, let students prepare for goals and have methods. They don’t have to sit in the seats and only listen to the teachers. In college classes, they can stand or sit or walk. Discuss together; can be on stage, the students become the protagonists of the class, and publicize their own personality. After a classmate finishes, other students can give supplements, evaluate, and present different opinions. Teachers must become promoters, learners, deciders, and happy people in the classroom. Therefore, the efficient classroom advocate not only needs to return the right to study to the students, but also to return the learning ability to the students. After clarifying the "main quality" and learning ability of quality education, many problems that restrict classroom teaching seem to have no solution but can be easily solved. Classroom teaching can only return the right to study to students, and respect students' ignorance, mistakes, doubts, respect their encounters, fate, burden of life, respect their interactions, behaviors, language, respect their requirements, needs, In the way, they will become the "angels" of learning. Classroom can truly become a “supermarket of knowledge” and form a “carnival of life”.
Eliminate the problem of relying on a large number of after-school assignments to complete the teaching tasks caused by too many teachers and too little student participation, and gradually solve the problem of neglecting the realization of students' emotions, attitudes and values. Seriously study and design classroom questions. In real and normal classroom teaching, I often find that the questions I ask myself have problems. Invalid questions, false questions, and worthless questions flood the classroom. Such questions have delayed students' valuable classroom learning time and affected classroom teaching. Increased efficiency. Therefore, in order to complete classroom teaching tasks efficiently in the future, we must pay attention to the study of classroom questions. The questions raised must be valuable, instructive, and difficult. The design of the whole classroom must follow the principle of gradual progress. .
As far as the reading class is concerned, the design of the teaching link basically adopts the "four-step guide" mode. In the first step, under the guidance of the teacher, the students read the text first, and let the students perceive the language of the text. In the second step, under the guidance of the teacher, the students carefully read the text and let the students understand the language of the text. In the third step, under the guidance of the teacher, the students intensively read the text and let the students evaluate the language of the lesson. In the fourth step, under the guidance of the teacher, the students will carry out comprehensive training and learn to use the language.
Classroom questioning is an indispensable part of Chinese teaching. It is an important means to inspire students' thinking, teach basic knowledge, control the teaching process, and carry out classroom feedback. It runs through the classroom teaching and directly affects the success or failure of classroom teaching. Teachers must carefully examine the key points, ask for usefulness, ask the students to go, and ask the level to better promote our teaching and facilitate the development of students. Teachers in the classroom teaching, through the skills and art of the question, reflect the new concept of teaching.
Strengthen the grasp and management of the classroom rhythm. In the classroom, students are sometimes asked questions. Students have to ask for answers immediately before they have time to think. This not only wastes students' time in class thinking, but also has poor effectiveness. This form of formal teaching has made invalid labor flood the classroom, which has seriously affected the efficiency of classroom teaching. Sometimes students are allowed to read texts, discussions, exchanges, consolidation exercises, etc., without mentioning any time and standard requirements, students read and communicate aimlessly, classroom organization is loose, and time utilization is low. Sometimes students only ask for more general requirements. Students don't understand what teachers want them to do and how they want them to do so. Students lose effective guidance from teachers. Therefore, it is necessary to give students a certain amount of time and space for thinking, to reduce "speaking and listening", to increase "speak and do", and to try "teaching and evaluation."
Therefore, we must base ourselves on students, let students actively participate in learning, and achieve effective, multi-directional, high-quality interaction, so as to achieve the ultimate goal of quality and efficient classroom teaching.