Efficient classroom experience

Part 1: Efficient classroom experience and essay

Through the study of the content related to efficient classrooms, 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 methods of student learning, 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 2: A brief talk on the experience of creating an effective classroom

The famous educator Suhomlinski once said: "If a teacher does not want to try to get students into a state of high emotions and intellectual inspiration, and is eager to impart knowledge, then this knowledge can only lead to an indifferent attitude. Mental labor without emotions will bring fatigue." Classroom teaching is a bilateral activity of teachers and students. The process of mathematics teaching is not only the process of knowledge transfer, but also the process of emotional communication between teachers and students.
The new basic education curriculum reform is entering our campus and entering the life of teachers and students. With the continuous deepening of the new curriculum in practice, after the teacher's concept is updated, the curriculum implementer's creative work is more, the student's life is more energetic, the social atmosphere begins to change, and the classroom teaching is more exciting!
First, we ask our teachers to change three roles. Traditional knowledge transferers become participants, guides and collaborators of student learning; traditional teaching dominators and controllers become organizers, facilitators and instructors of student learning; become dynamic by traditional static knowledge occupants Researcher.
Second, teachers are required to practice teaching in a new role. This requires us to break the old customs of the dignity of the teacher, establish an equal relationship with the students, walk down the high platform, walk into the students, and have equal dialogue and exchanges with the students; ask us to discuss and explore with the students and encourage them to take the initiative. Thinking, asking questions, choosing, and even acting, working as a student advisor, as an active participant in their exchange of opinions; asking us to establish emotional relationships with students so that students feel that we are their close friends.
Successfully getting a happy emotional experience is a tremendous force that enables students to have a strong desire to learn mathematics. In order to make students successful, teachers must design the steps to explore mathematics knowledge, including designing classroom questions and hands-on steps, so that students of different intelligence levels can pick up the level and “jump the fruit”. Get a happy emotional experience after you have painstakingly explored and mastered the mathematics knowledge, so as to get psychological compensation and satisfaction, and motivate them to achieve more success. When students encounter difficulties or problems in the process of exploring and learning, they should help and guide students in a timely and effective manner so that all students can gain a sense of success in mathematics learning, build self-confidence, and enhance courage to overcome difficulties. perseverance. In particular, backward students are prone to self-destruction and self-esteem. Teachers should give timely instructions and inducement. For example, draw a line graph to help them understand the application questions, let them understand the meaning of the questions, give a case to try, etc. Let them go to success.

Part 3: 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.

Part 4: Efficient classroom experience

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.

Part 5: 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.