Efficient classroom training experience

Part 1: Experience in attending an effective classroom training session

During the holidays, I participated in the training of high-efficiency classrooms organized by Gaoping City Education Bureau. The topic is the three-link problem guiding class classroom teaching mode. Teacher Zhang Yanhong discussed that classroom is one of the main positions of teaching, and teachers teach knowledge and students to learn. The place of knowledge, the space for teachers and students to interact and interact is the main channel for teachers to guide students to develop and explore knowledge, and also the main battlefield for effective teaching. To improve the quality of English teaching, we must pay attention to English classroom teaching and achieve effective classroom teaching. How to optimize classroom teaching, stimulate students' interest in learning English, and cultivate students' good English learning habits. Through this theoretical study and training, I have a deeper understanding of effective classroom teaching:
“Effective Teaching” is a learning process in which students learn independently and cooperate with each other to make students sustainable. The ultimate standard of measurement is the growth of students. The forms of student activities are diverse and flexible, allowing students to fully enjoy the learning process. Teachers are no longer the only imparters of knowledge, but partners of student learning, student learning activities. The designer is also the researcher of the student's learning effect. The teacher's main responsibility is to guide students to cooperate and explore learning independently, to cultivate students' self-learning habits, and to improve students' ability to learn independently. The effective teaching of English classroom has the following aspects.
First, a lively and efficient classroom introduction.
Second, the effective processing of teaching materials.
Third, the effective use of English classroom language.
Fourth, effectively use after-school reflection.
Teaching and learning must have a harmonious classroom step to form a complete teaching step to implement quality education, so that students can be proactive and truly become the master of classroom learning. Achieve effective teaching, create situations, form problems, and make students willing to learn. The questions raised by the teachers should hit the igniting of the students' thinking, which not only can quickly wake up the cognitive system of all students, thus improving the learning efficiency in unit time. Be a good teacher, a good teacher who can be recognized by the students should set the classroom in the teaching environment, so that the students can enter the state of concentration; in the classroom to establish democracy and norms, neither can the classroom be killed, nor can it be Classroom is too active and affects classroom discipline. However, the rules of learning behavior in the classroom must be clear, to be said to be done, and then to pay a genuine love to the students, even if it is an action, a look, do not hurt the students. Teachers are organizers, collaborators, guides, and encouragers of student learning activities. In the teaching, we should prepare sufficient learning materials according to the teaching content and the actual situation of the students as much as possible, and provide students with broad time and space for exerting subjective initiative and creativity, so that students can be active and active in independent, conscious and free activities. Exploratory learning. In order to make the classroom efficient, teachers should pay attention to the study of the teaching materials in the classroom teaching process is the foothold of teachers to carry out effective classroom teaching. In addition to the key points of teaching and the difficulty of grasping, teachers should also consider the reorganization and extension of teaching materials; the resources that teachers can use are more and more, and the channels for teachers to exchange teaching methods are more and more wide, we can find the same teaching. Content often has a variety of different teaching methods. How to choose a teaching method suitable for students in their class has a pivotal position in teaching; teachers in the classroom design often directly affect the correct rate of students' after-school practice; teachers and students have a better mentality. It is conducive to students' investment and improves the efficiency of learning.
In short, as long as we have students in our hearts, we will truly turn the classroom into a hall for teachers and students to study together. Let us create effective and effective teaching methods that are suitable for ourselves and have distinctive characteristics in our study and practice. We believe that our classroom teaching will be more exciting!

Part 2: Efficient classroom training experience

Our training for the 271 Efficient Classroom Expert Group of Changle No. 2 Middle School will come to an end. Although it takes up a lot of normal work and rest time, it can be seen that every colleague is actively and conscientiously learning, and there are few passive, helpless, tired expressions. This is a rare performance in the past training.
What is the reason? It's very simple, because the content of the training is what we longed for, what we urgently need in our work, and what is really practical. The teacher in Changle No. 2 who is responsible for the training work is a frontline teacher. They know what the current students need, and they know what the current teachers need and what they need now. They sent what we were willing to accept with both hands. Therefore, our teachers can concentrate on learning like the students who have returned to the student era.
Although there was no physical education teacher in Changle II, the content of the lecture did not involve physical education. However, in the study, we realized through the understanding of 271 efficient classrooms that the main ideas of 271 high-efficiency classroom connotation and three-force construction are in line with the laws of physical education and teaching. The ideas of the new sports curriculum reform in the past are complementary and have higher operability, so that you can visually see every detail of him. According to the actual situation of the school, it can be sorted out and revised and put into action immediately.
Through learning, while gaining 271 theoretical knowledge, we have broadened our horizons to see the gap: the gap between social and humanistic thinking; the educational environment, educational conditions, the gap in the treatment of educators; the educational thinking of the education industry, the gap in pursuit of goals; Students' outlook on life, values, comprehensive quality, and gaps in various abilities.
The educational achievements of Changle II are tempting, and the current state of our education is sad. We have thousands of reasons to learn, to contribute, to reform, and to progress.
In the construction of socialist economy, some people are allowed to get rich first, and then lead more people to get rich. In the education sector, Changle No. 2 Middle School has become our pioneer. If you don't study, don't narrow the gap, then the sorrow is still ridiculous and not pitiful. Perhaps in the Yumen education system during the reform process, educators have to sacrifice a lot. But sacrifice and conflict are the price that every reform must pay. We can't be afraid of losing sight of seemingly calm, but a negative, awkward life, and give up knowing that it will be more scientific, more advanced, and better.
Sacrifice, dedication, after that will be a vast sky of Yumen education.
Maybe we won't get a little more reward for this, we are still a member of the vulnerable group. But when I saw that the children I taught could also shine the light of Changle No. 2 Middle School students, the face could be filled with such a smile, and the confidence and passion in the eyes could also be radiated. I would not I am thinking about it.

Part 3: Summary of Efficient Classroom Construction Experience

Classroom is a big stage where children are free and fully express themselves; "I take the initiative, I succeed, I am happy" is the children's inner yearning; teachers play a leading role, change the traditional teaching mode, and also learn from students. Let students learn in happiness... This is our many years of teaching dreams, the ideal teaching mode, and I did not expect that our ideals will become reality in the efficient classroom teaching mode! Through the study of effective classroom related content, I understand that as an English teacher, we should not only give lectures in English classes, but also pay attention to teaching methods and methods of student learning to cultivate students' enthusiasm and initiative. The development of English classes is fast, complex and diverse. However, I believe that no matter what kind of new spirit is injected into English teaching, one thing should be the same. That is, English classroom teaching should be pragmatic and efficient. From the theory of efficient classrooms, I have the following experience:
"Educational philosophy is the soul of educational action, what kind of philosophy is there, and what kind of teaching action is there." For the classroom, teaching is not teaching but training students' learning methods, learning habits, learning interests, and learning confidence. Students should be masters of learning; students should learn in autonomy, cooperation, and inquiry. Only by discovering problems, asking questions, exploring problems, and solving problems in the process of learning can they cultivate innovative spirit and practical ability; teachers must step down from the platform and Students must make real friends; teaching should face the inner world of students and cultivate students' perfect personality.
The English Curriculum Standard for Full-time Compulsory Education 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 English 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.
The effective classroom really trains the students. The teacher is the guide, the assistant, the team with the task cooperation, solid and effective, the students' display in the classroom, the students play the most, the self-confidence is greatly increased, looking at the individual questions, Remind me that we believe that our students will not be criticized even if they have occasional small oral errors. They will become more confident and better. With the deepening of lectures and seminars, I have more understanding of the connotation of the "345" class. I first learn after school, learn to teach, and make teaching more targeted. The teacher is to point out ideas, summarize and help students to internalize knowledge. In order to use it, students have mastered effective learning methods, not only acquired knowledge, developed ability, and had a positive emotional experience. They experienced the process of self-realization-consciousness-sense-awakening. Such a class pays more attention to students. The development allows students to learn how to learn.
As the saying goes, "I don't use knowledge, just like farming." Three lectures and three do not ask us: talk about new key points; talk about difficult points; speak easy-to-follow words, easy to mix points, easy to miss points. I have done "three stresses and three non-discussions", and I have less time left, leaving more time for students to use their knowledge. American psychology research shows that learners use different learning styles, and their harvests are significantly different. The harvest is 10%; listening is 20%; saying 70%; doing it 90%. By reducing speaking and listening, you can increase your speaking and doing, and your learning efficiency will be significantly improved. The educator Suhomlinski once said: “Let students experience an emotion in which they are involved in mastering knowledge. It is an important condition for arousing the unique interest of the young. When a person is not only knowing the world, but also knowing When you are self, you can form an interest. Without this self-affirming experience, there is no real interest in knowledge.” The “345” class stimulates students' interest in knowledge and thus truly achieves “efficiency”.
Classroom is the main front of our teaching, and it is the main front of our curriculum reform. 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, be good at summing up, and explore the teaching style that suits our school.

Part 4: Experience in effective classroom training

Recently, I was fortunate to have participated in the training session of Baoji City's “Efficient Classroom” teaching reform project with some experimental teachers in the city. Fan Wenzhi's experience is: I will experience the experience of participating in efficient classroom training. In the Baoji City Experimental Elementary School, we listened to Professor Han Lifu, a researcher of the Educational Theory Research Department of the Central Institute of Educational Science, who gave careful guidance to frontline teachers. Professor Han combined with the six-section report class provided by Baoji Experimental Elementary School to transform and structure from teaching thinking. Pre-study, tool development design, group cooperative learning, classroom form development, etc. elaborated the action strategies of teachers and students, and guided the design of pre-class, in-class and after-school teaching of classroom teaching, and carried out together with the participating teachers. The demonstration of the structured observation course based on problem research has greatly broadened my horizons and benefited me a lot. Professor Han’s evaluation and after-school training gave me a deeper understanding of the effective classroom experiment. Let’s briefly talk about it:
First, the implementation of efficient classroom experiment teachers must change the concept.
Teacher Han pointed out that in the efficient classroom experiment, the teacher is no longer the simple knowledge transferer, but should be the organizer, guide, and direct participant of the student learning activity; the teacher should call it "guidance teacher" and "big Classmates; lectures should be called “classroom learning” and “guidance learning”; lectures should be called “views”; the development of tool lists is not just a teacher, but a trinity of editors, directors, and actors. After listening to the introduction of these concepts, I really felt the degree of Professor Han’s excavation of the new curriculum reform concept. As a 60-year-old man, his love and dedication to education is convincing. The training will be appreciated. As a young teacher, the new curriculum reform has been implemented for more than ten years, but we still know very little about some of the ideas, and it is really shameful compared with Professor Han. In contrast to our ongoing high-efficiency classroom experiments, although we have achieved some impressive results in the experiment, it is still far from the original intention of Professor Han. Many of our teachers are still not strong enough about this experiment. There are a lot of people who are lagging behind and negatively treating them.
Second, the implementation of efficient classroom experiments must pay attention to the development of tool lists.
We always think that the development of the tool list is the teacher's own business. Only in the setting of the problem solving list should we fully consider the students' confusion. However, from this training, I realized that there are six realms in the high-efficiency classroom experiment class. “Teachers set up teachers to sing, teachers set up teachers and students to sing, teachers set up students to sing, teachers and students set up teachers and students to sing, teachers and students take Taiwan students sing, students set up students to sing"; the connotation of the class includes "teacher knowledge transfer, teacher-led classroom, problem-guided classroom, self-guided classroom." In order to achieve the highest level and realize the “self-directed classroom” in which students can achieve self-learning without any tool list, we must give full play to the role of students and participate in the development of tool lists. Attention should also be paid to the development of the tool list to reflect problematic, structural and academic aspects.
Third, we must pay attention to the quality of students' structured preview.
The structured preview of students is an important basis for effective classroom implementation. It affects the smooth development of classroom activities and determines the quality of classroom learning. Professor Han pointed out that as a teacher, we should do a good job of structured pre-study of students. The specific aspects should be started from the following aspects: First, we must formulate and improve the standardization standards and guidelines; secondly, we should put forward structured pre-study classes to guide students to master the preparations. The third is to give play to the role of academic assistants and discipline directors in supervising and supervising, and to establish a five-level evaluation system for structured pre-study. The fourth is to focus on the structured preparation of students with learning difficulties. For teachers with learning difficulties, they can work with them before class. Prepare and prepare with students. Mr. Han also pointed out that structured pre-study courses are particularly important. For example, in the structured pre-study class in English, we can lead students to carry out multi-form reading training for key words and sentences, which can be used for teacher reading, student self-reading, and mutual reading. Reading activities can allow students to read and recite the texts in the preparatory class, which will lay the foundation for the problem solving and development training courses.
Fourth, correctly understand the difference between the team cooperation team and the cooperative study group.
When it comes to the new curriculum reform, we all immediately think of the “independent, cooperative, and inquiring” student learning style advocated by the new curriculum reform. Therefore, in the efficient classroom experiment, many teachers simply think that the “cooperative team in the effective classroom experiment” "It is the same as the usual cooperation team. However, through this training, I have a correct understanding of this. The team cooperation team emphasizes the vision of the group students. Each group has a common development vision and a cooperation mechanism with this group. There is a certain cooperation team. Organizations, a clear division of tasks, and everyone strive for a common goal, it is not like the free group activities of students in the classroom teaching.
In short, I have a lot of feelings through this training. I believe that these new ideas and methods will bring me more help in the future efficient classroom experiments. I also look forward to more similar training in the future.

Part 5: Efficient classroom training experience

Recently, the high-efficiency classroom training activities carried out by the Ministry of Education and Research have been very instructive to my teaching. How to use a more effective method to cultivate students' interest, how to set up an effective class scientifically and reasonably, and how to introduce the curriculum ingeniously I have a special focus on the secondary learning. After listening to the demonstration class, I have benefited a lot and have more thoughts on music teaching. I will continue to try and use it in the future teaching practice, so that my teaching can truly become an effective classroom.
In the demonstration class, almost every teacher showed how to build an efficient classroom, how to design and introduce, how to stimulate students' interest in learning, how to deal with the relationship between interest and learning, combined with examples and good interaction, We demonstrated an efficient course that allowed me to see the shortcomings of my own classroom and the teaching skills of experienced teachers.
What inspired me most was Zhang’s class. Her ingenious teaching design, from the introduction of learning interests, the introduction of context, the introduction of song and dance, the introduction of rhythm, and progressive progress, the teaching effect is very significant. In particular, the teaching group she faces is a preschool child, which makes the teaching work more difficult. How to grasp the attention of each child and guide the child correctly is especially important, but Zhang Yi teacher will each The children are well cared for, so that the children can learn the incomprehensible knowledge of music in a relaxed and happy atmosphere.
In this class, I realized the importance of singing. In my violin teaching, I should also use this method very well, so that students can listen to the music and listen to the rhythm and emotion of the song. To deepen emotional experience and performance, and enhance appreciation.
Through this study, I have made more reflections on the teaching ideas, the design of the teaching links, the application of teaching methods, the age characteristics of the students, and the possible reactions in the class. Backing each lesson makes the teaching content and methods more Suitable for students, more in line with the students' cognitive rules and psychological characteristics, so that students truly become the main body of learning. Let students learn in practice, constantly stimulate the enthusiasm and initiative of learning, not only cultivate students' interest in learning, but also cultivate students' thinking ability, imagination and innovative spirit, so that each student's body and mind can be fully developed. In the future teaching, I will improve my teaching level and innovation ability through continuous study and summary.