Efficient classroom learning experience

Part 1: Effective classroom learning experience

Through the study of effective classroom related content, I understand that as a class teacher, we should not only give lectures in class, but also pay attention to teaching methods and methods of student learning to cultivate students' enthusiasm and initiative. The development of the classroom is rapid, complex and diverse. However, no matter what kind of new spirit is injected into the teaching, one thing should be the same. That is, classroom teaching should be pragmatic and efficient. From the theory of efficient classrooms, I have the following experience:
First, the teaching objectives must be accurate.
According to the physical and mental characteristics of students of different ages, scientific and specific regulations have been made on the teaching objectives of different sections. This requires us to carefully study the "Standards" and strictly follow the requirements of the "Standards". The positioning of teaching objectives. Just like playing basketball, the rim is too high. The students will not be able to vote hard, and they will lose confidence. When the rim is too low, students will easily fill the rim, and of course there will be no difficulty in overcoming difficulties. joy. When formulating teaching objectives, we must fully consider the unity of three-dimensional goals. Knowledge and skills, emotional attitudes and values, processes and methods are equally important and indispensable. Otherwise, it will lead to the deviation of the nature of the course, resulting in the separation of instrumentality and humanity. The formulation of teaching objectives must also take into account the three levels of good, medium and poor. According to the principle of teaching students according to their aptitude, the formulation of teaching objectives must also vary from person to person. The goals required by students at different levels are also different. It is necessary to avoid generalization. It is necessary to ensure that more than 80% of the students in the classroom master more than 80% of the classroom teaching content. For top students, we can extend some slightly challenging exercises outside the classroom; for those who are born, we can also set some shallow requirements for them to make them step by step.
Second, the design of the teaching link should be reasonable
As far as the language 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.
In this process, students' reading practice activities are always at the center of classroom teaching. All inspiration and guidance of teachers are to provide students with creative services for language practice. The teacher's "guidance" and the student's "reading" are mutually infiltrated and complement each other, fully embodying the two-way multilateral interactive feedback between teachers and students, students and students, teachers and students and teaching materials. The "four-step guide" mode conforms to the teaching philosophy proposed in the "Standards", and the design of such a process is reasonable.
Of course, different types of texts can be appropriately adjusted or deleted according to actual conditions to form a flexible teaching style, but the core concept is unchanged.
Third, the classroom teaching questions should be fine
Classroom questioning is an indispensable part of 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.

Part 2: Experience in efficient classroom learning

In the past two days of study, I have had a preliminary understanding of the efficient classroom. I think it mainly refers to the optimization of the teaching process and the maximization of the educational effect. It is the common progress of teachers and students, and it is the common improvement of knowledge and literacy.
First, the efficient classroom I understand is in the classroom teaching, through the students' active learning process and the teacher's point guidance, to complete the teaching tasks with high efficiency and high quality in the unit time, and to promote students to achieve high-efficiency development. In terms of its content, teaching high efficiency refers to the coordinated development of students' knowledge and skills, processes and methods, emotions, attitudes and values. In terms of its extension, it covers efficient pre-class preparation, practical demonstration in classroom teaching and after-school feedback to improve classroom teaching efficiency. In general, the main criteria for efficient classroom benefit evaluation are: students' active thinking, correct language expression, fluency, and feelings. The classroom is full of passion, and the ability to analyze problems and solve problems is strong. The goal is achieved and the correct rate is over 90%. The premise is to see whether students are willing to learn, whether they will learn, or not to learn. The core is the achievement of the three-dimensional goal of teaching.
Second, from the perspective of our teachers, efficient classrooms should do the following three conditions: First, teachers can scientifically and reasonably determine the three-dimensional teaching objectives of the classroom according to the requirements of the curriculum standards and the actual situation of the students, and prepare scientific and reasonable guidance. Study case. Second, the process of teaching must be the process of students' active participation. This kind of active participation is mainly reflected in whether teachers can adopt flexible and flexible teaching strategies and evaluation methods to motivate and motivate students to learn. Third, timely guidance, monitoring, feedback, and motivation in teaching, to consolidate students' learning outcomes in a variety of ways, so that the achievement of three-dimensional teaching goals is higher.
The inspiration of the three or two sections. Common places: 1, high student literacy, high learning participation in the learning process, which makes students focus on the classroom, can maintain a high learning interest to achieve better learning results. 2, the flexible and efficient evaluation method is an important indicator of efficient classrooms. Instant and flexible evaluation also plays a role in stimulating learning initiative and maintaining learning interest. 3, efficient classroom should be a long-term work, and finally form a normal mode. Its preparation, display and feedback should be carried out efficiently. 4. Efficient classrooms pay attention to the implementation and training of basic literacy in various disciplines. In the physics class, the training of hands-on experiment ability, language expression ability and logical thinking ability; the intensive training of listening, speaking, reading and writing in the Chinese class all highlight this point.
In short, the classroom is the main front of our teaching, and it is the main front of our curriculum reform today, we must effectively improve the efficiency of education and teaching. There are many factors that affect the efficiency of the classroom. We can only improve our classroom teaching by rationally understanding our classroom teaching and objectively facing the problems in our classroom teaching. There are many ways to improve the efficiency of classroom teaching. In addition to pre-class preparation, continuous improvement of classroom structure and teaching methods, and creating a harmonious teaching atmosphere, there are many more situations that require us to think and practice. We will encounter many difficulties and encounter many problems. We will pursue the high efficiency of classroom teaching as our tireless pursuit of life. As long as we face problems and difficulties, calmly think, be brave in practice, and be good at summing up, we will finally achieve the success of effective classroom teaching reform.

Part 3: Efficient classroom experience

Efficient classroom experience Through the study of effective classroom related content, I understand that as a language teacher, we should not only give lectures in the language class, but also pay attention to teaching methods and student learning methods, and cultivate students' enthusiasm and Initiative. The development of the language classroom is rapid, complex and diverse. However, I believe that no matter what kind of new spirit is injected into Chinese teaching, one thing should be the same. That is, Chinese classroom teaching should be pragmatic and efficient. From the theory of efficient classrooms, I have the following experience:
First, the teaching objectives must be accurate.
The "Full-time Compulsory Education Chinese Curriculum Standards" aims at the physical and mental characteristics of students of different ages, and makes scientific and specific regulations on the teaching objectives of different sections. This requires us to carefully study the "Standards" and strictly follow the requirements of the "Standards". The positioning of teaching objectives. Just like playing basketball, the rim is too high. The students will not be able to vote hard, and they will lose confidence. When the rim is too low, students will easily fill the rim, and of course there will be no difficulty in overcoming difficulties. joy. When formulating teaching objectives, we must fully consider the unity of three-dimensional goals. Knowledge and skills, emotional attitudes and values, processes and methods are equally important and indispensable. Otherwise, it will lead to the deviation of the nature of the language curriculum, resulting in the separation of instrumentality and humanity. The formulation of teaching objectives must also take into account the three levels of good, medium and poor. According to the principle of teaching students according to their aptitude, the formulation of teaching objectives must also vary from person to person. The goals required by students at different levels are also different. It is necessary to avoid generalization. It is necessary to ensure that more than 80% of the students in the classroom master more than 80% of the classroom teaching content. For top students, we can extend some slightly challenging exercises outside the classroom; for those who are born, we can also set some shallow requirements for them to make them step by step.
Second, the design of the teaching link should be reasonable
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.
In this process, students' reading practice activities are always at the center of classroom teaching. All inspiration and guidance of teachers are to provide students with creative services for language practice. The teacher's "guidance" and the student's "reading" are mutually infiltrated and complement each other, fully embodying the two-way multilateral interactive feedback between teachers and students, students and students, teachers and students and teaching materials. The "four-step guide" mode conforms to the teaching philosophy proposed in the "Standards", and the design of such a process is reasonable.
Of course, different types of texts can be appropriately adjusted or deleted according to actual conditions to form a flexible teaching style, but the core concept is unchanged.
Third, the classroom teaching questions should be fine
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.

Part 4: Expensive experience in classroom learning

Classroom teaching is the main position for implementing quality education. The cultivation of practical ability and innovative spirit should first break through the classroom teaching, and improving the efficiency of classroom teaching has become the current top priority. However, in our practical teaching practice, classroom teaching has been in a difficult and inefficient predicament, and the inefficiency of the classroom has led students to be tired of learning and teachers to be tempted. In order to change this situation, many peers are struggling to explore ways to build efficient classrooms. The so-called "efficient classroom" is a teaching activity that uses the least amount of time to get the maximum teaching benefit. To carry out the "Efficient Classroom" seminar, the guiding ideology is summarized as two improvements: reducing the teaching burden of teachers, reducing the student's academic burden, improving teachers' teaching efficiency, and improving students' learning efficiency. In the end, the goal of improving the overall quality of education and teaching in schools is achieved.
So, what exactly is an efficient classroom?
From the perspective of students, effective classrooms should have the following two conditions: First, students have a high degree of achievement of the three-dimensional teaching objectives. Second, in the process of achieving the goal of achieving this goal, students should take the initiative to participate and think positively. From this perspective, the high-efficiency classroom is a classroom for students to actively learn and actively think. It is a classroom for students to fully study independently. It is a classroom for interaction between teachers and students and interaction between students and students. It is a classroom for students to actively construct meaning for the content they are learning.
From the perspective of teachers, efficient classrooms should have the following three conditions: First, teachers can scientifically and reasonably determine the three-dimensional teaching objectives of the classroom according to the requirements of the curriculum standards and the actual situation of the students. Because the presupposition of teaching objectives and the actual situation of the classroom cannot be completely consistent, this requires teachers to make timely adjustments to the teaching objectives in the process of teaching, to maximize the orientation of all students, so that they can better reflect the adaptability of teaching objectives. . Second, the process of teaching must be the process of students' active participation. This kind of active participation is mainly reflected in whether teachers can adopt flexible and flexible teaching strategies to motivate students to learn, can actively guide students to think positively, and can give students more time and opportunities to carry out necessary cooperation and display, so that the whole class Students share their learning outcomes. The third is to follow up, monitor, feedback, and digest in a timely manner in teaching, to consolidate the learning outcomes of students in a variety of ways, so that the achievement of three-dimensional teaching goals is higher.
So how do you build an effective classroom?
First, do a good job in the transformation of teachers' teaching concepts and the transformation of teaching methods. The change of teachers' teaching concept is not a one-step thing. It is necessary to continuously promote the transformation of teachers' concepts in the process of promoting classroom teaching reform, and then change the teaching methods of teachers to gradually eliminate the problems caused by too many teachers and too little student participation. A large number of homework assignments to complete the task of teaching tasks, and gradually solve the problem of neglecting the realization of students' emotions, attitudes and values.
Second, carry out school-based training with the main forms of learning curriculum standards, research textbooks, research methods, and after-school reflections. In the teaching practice, we found that in many cases, the inefficiency of the classroom is caused by teachers' lack of study and research on the curriculum and textbooks, and the lack of teachers in this area affects and restricts the ability of classroom control. Driving ability in turn affects the efficiency of classroom teaching.
Third, do a good job of preparing students in the preparation of lessons. 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, and does not study the individual differences of the students, everything from the books, the adaptability of classroom teaching will be greatly reduced, and the efficiency of classroom teaching is impossible to talk about.
Fourth, research and design classroom questions. In real and normal classroom teaching, I often find that the questions asked by teachers are inherently problematic. Invalid questions, false questions, and worthless questions flood the classroom. Many questions from teachers have delayed students' valuable classroom learning time and affected the classroom. Increased teaching efficiency. Therefore, in order to effectively complete the classroom teaching tasks, teachers 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. .
Fifth, strengthen the grasp and management of the classroom rhythm. In the classroom, some teachers just asked students questions. If they didn't have time to think, they asked for their answers immediately. This not only wasted the time for students to think in class, but also was very ineffective. This form of formal teaching has made invalid labor flood the classroom, which has seriously affected the efficiency of classroom teaching. Some teachers let students read texts, discuss, communicate, and do consolidation exercises, etc., without mentioning any time and standard requirements, students read and communicate aimlessly, classroom organization is loose, and time utilization is low. Some teachers only ask students for more general requirements. Students do not understand what teachers want them to do and how they want them to do so that 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."
Sixth, actively implement the group mutual aid learning system. At this stage, the class-based teaching system of large classes is also a major reason why classroom teaching efficiency is difficult to improve. Under the realistic conditions that small class teaching is difficult to implement, it is a best choice to implement group mutual learning in the class. According to the students' cognitive level and personality psychology, teachers can divide students into several study groups, give full play to the advantages of outstanding students, and actively promote the mutual help mechanism of students. At the same time, teachers further improve the group through the guidance and motivational evaluation of the group. The self-learning effect of the study group. In this way, we can maximize the orientation of all students, and teach students in accordance with their aptitude to promote the efficiency of classroom teaching.
The seventh implementation of the hierarchical system of operations. Teachers should fully consider the learning level of different students when arranging classroom exercises and homework assignments, so as to “do not arrange rote memorization, mechanical training assignments, arrange inspiring and thinking work; do not arrange repetitive homework, layout can be Selective, hierarchical work; do not arrange difficult and old work, and arrange practical and research work." The number of assignments should be small and the quality should be high. It is necessary to avoid the vicious circle of “teachers randomly arrange a large number of assignments—students cope with assignments—teachers arbitrarily correct assignments—teachers then arrange too many assignments—study students to cope with assignments”. Eliminate the inconvenience of teachers in the research and design of teaching content, and take into account the phenomenon of studying students, so as to solve the problems of students being overwhelmed, tired of coping, and tired of learning. Therefore, strengthening the management and guidance of operations, avoiding overload, repetitive, and low-level operations, leaving each student with sufficient room for independent development is the only way to improve classroom teaching efficiency.
The final conclusion: the essence of the efficient classroom is still our in-depth promotion of the new curriculum reform, is the concrete embodiment of the implementation of quality education and moral classroom. The introduction and implementation of efficient classrooms is a new challenge and beginning for our rural schools. As the saying goes: "There is teaching, there is no law, and you are getting the law." Therefore, the key to classroom effectiveness lies in the implementers of the classroom. Teachers and students, especially teachers who are classroom guides, we must conduct in-depth research, think and think, dare to innovate, be brave in practice, and be good at reflection, summing up and improving. I believe that the difficulties we encounter will not be many, and there will be many problems encountered. Therefore, we must establish a belief that the pursuit of high efficiency in classroom teaching is a tireless pursuit of our life. I always believe that "it is not a cold." "The bones, how the plum blossoms scent", we will eventually achieve the success of effective classroom teaching reform.

Part 5: Efficient classroom experience

Through continuous learning and practice, I realized the importance of efficient classrooms. The high efficiency of classroom teaching is the goal that every teacher constantly pursues. It is the most optimized teaching process and the maximization of educational effect. It is the crystallization of perfect cooperation between teachers and students.
Efficient classrooms are aimed at the ineffectiveness and inefficiency of classroom teaching. The efficiency of classroom teaching refers to the high-efficiency and high-quality completion of teaching tasks and the promotion of students' efficient development in the normal classroom teaching through the guidance of teachers and the active learning and thinking process of students. Efficient development refers to the coordinated development of knowledge and skills, processes and methods, and the “three-dimensional goals” of emotions, attitudes and values. In terms of its extension, it covers the efficient pre-class preparation, the implementation of classroom teaching in the nature of returning to teaching, and the reflection and research of teachers after class to improve the efficiency of classroom teaching. The efficiency of classroom teaching is through classroom teaching activities, students have extraordinary achievements in academics, there are extraordinary improvements, and extraordinary progress. The specific performance is: students in the cognitive, never understand to understand, from ignorance to knowledge, never to the meeting; emotionally, never like to like, never love to love, never interested to interested . In general, the main criteria for efficient classroom benefit evaluation are: students' active thinking, correct language expression, fluency, and affection. The classroom is full of passion, and the ability to analyze problems and solve problems is strong. The goal is achieved and the correct rate is over 95%. The premise is to see whether students are willing to learn, whether they will learn, or not to learn. The core is the achievement of the three-dimensional goal of teaching.
Therefore, the evaluation of the effectiveness of the classroom is mainly to see if it can effectively promote the development of students and achieve the desired teaching objectives efficiently. It is both a concept and a teaching strategy, and it is the basic pursuit of our classroom teaching. The key to the efficiency of the classroom lies in the teacher, the student autonomy under the guidance of the teacher, the martial arts in the teacher's study of the textbook, the teacher's careful design of the classroom, the teacher's scientific planning of the teaching, and the teacher's careful choice of the teaching materials. Refining lies in the fact that the students actually design the activities of students to be able to learn independently and efficiently. It is to enable students to carry out long-term full practice activities and a large amount of knowledge accumulation. The teacher can not lose the opportunity to guide and promote, so that the unit Get the most teaching efficiency during the teaching time.
From the perspective of our teachers, efficient classrooms should have the following three conditions: First, teachers can scientifically and reasonably determine the three-dimensional teaching objectives of the classroom according to the requirements of the curriculum standards and the actual situation of the students. Because the presupposition of teaching objectives is not completely consistent with the actual situation of the classroom, this requires teachers to make timely adjustments to the teaching objectives in the process of teaching, to maximize the orientation of all students, so that they better reflect the relevance of teaching objectives. . Second, the process of teaching must be the process of students' active participation. This kind of active participation is mainly reflected in whether teachers can adopt flexible and flexible teaching strategies to motivate students to learn, can actively guide students to think positively, and can give students more time and opportunities to carry out necessary cooperation and display, so that the whole class Students share their learning outcomes. The third is to follow up, monitor, feedback, and dissipate in a timely manner in teaching, and consolidate the learning outcomes of students in various ways to make the achievement of 3D teaching goals higher.
In short, the classroom is the main front of our teaching, we must effectively improve the efficiency of education and teaching, the classroom is our main battlefield. There are many factors affecting the efficiency of the classroom, but the classroom teaching factors account for a considerable proportion. We can only improve our classroom teaching by rationally understanding our classroom teaching and objectively facing the problems in our classroom teaching. There are many ways to improve the efficiency of classroom teaching. In addition to careful preparation before class, truth-seeking in class, continuous improvement of teaching structure and teaching methods, and creating a harmonious teaching atmosphere, there are still many need to think and practice. We will encounter many difficulties and encounter many problems. Teachers should pursue the perfection of classroom teaching art and the efficiency of classroom teaching as their tireless pursuit of life. As long as we face problems and difficulties, calmly think, be brave in practice, and be good at summing up, we will continue to improve the efficiency of classroom teaching.