The so-called "efficient teaching" is to give full play to the function and role of classroom teaching, that is, to complete teaching tasks and achieve educational goals to the maximum extent and perfectly within 45 minutes in class, and to perfectly realize the integration of three-dimensional goals of education and teaching within limited teaching time in class, so as to obtain the maximum benefit of classroom teaching. In my opinion, what we usually call "light burden, high quality and effective classroom teaching" is the embodiment of the classroom teaching concept of "efficient teaching". However, "efficient teaching" not only refers to imparting knowledge and improving skills, but also includes the requirements of emotion, attitude and values. So how to implement efficient teaching in junior high school Chinese teaching? I think we should start with the following points:

First, let the students walk into the classroom with question marks.

We know that the new curriculum concept advocates autonomous learning, but because of personality differences, different students have different learning situations, and sometimes the understanding of problems can not be solved by independent learning alone, so it is inevitable to encounter various problems in the process of preparation before class, which are problems that students need to solve and are worth exploring. For example, when I arranged for students to study social drama independently, I preset such an inquiry question: Is the drama written by Mr. Lu Xun good? Why? Many students think it looks good because they have formed * * * knowledge. If it doesn't look good, why did Mr. Lu Xun write it? Even use it as the title of the article. It's really unnecessary. Of course, some students think that this kind of drama is really nothing to watch, but they can't say why it's not good. This brings an exploratory question into the classroom, which undoubtedly improves the efficiency of their lectures. Bringing a question with inquiry value into the classroom undoubtedly improves the efficiency of their lectures. The problem is the motive force of inquiry learning and the cornerstone of innovation. At first, students' problem consciousness was weak. Every day, they are used to entering the classroom with the teacher's question mark and leaving the classroom with the bell. In order to avoid this traditional classroom teaching mode, at the beginning, I took the initiative to preset some questions with inquiry value, let students think and study, and then let them walk into the classroom with research results. After a period of time, students found the law of teachers' preset inquiry questions, and they were able to set some valuable inquiry questions independently, which made the teaching effect better.

Second, the use of modern multimedia technology, enrich the classroom, entertaining.

Network has entered everyone's life inexorably, and it has also become an indispensable tool and resource in teaching. Most middle school students only study Chinese in class and have no more time to accumulate it. Nowadays, middle school students are very tired and have been doing their homework, but Chinese learning is more accumulated in a lot of reading after class. Using network resources to create such an environment for students will inevitably promote students' perception and understanding of Chinese. Teachers can choose some movies, TV and news related to the content of the textbook, which can help students understand the local customs and lifestyles related to the content of the textbook, broaden their horizons and understand the world. This is also a good opportunity to promote students to re-understand Chinese and generate interest. Teachers can collect more photos and cartoons related to teaching materials and present them to students at appropriate moments, so as to make students concentrate, enliven the classroom atmosphere, improve students' attention and memory, and promote the formation of students' language expression ability. Using the Internet to choose games, poems and allusions suitable for students, setting up interest groups in Chinese learning and actively carrying out Chinese learning activities can enrich students' after-school life, consolidate the learning content in class, create a good Chinese learning environment and atmosphere, and let students learn from each other, help each other, catch up with each other, infect each other, communicate with each other and improve their Chinese level.

Third, group cooperation and interaction to create an efficient Chinese classroom

There are various forms of group cooperative learning in classroom teaching, which can be flexibly organized according to students' age characteristics, teaching requirements and teaching objectives. To this end, I use a combination of group learning and classroom learning to let students try to solve their learning goals. 4 ~ 6 people are a group. For example, when discussing the causes of Kong Yiji's tragic fate in Kong Yiji, students should first explain the background of the story and Kong Yiji's life track, and then form a * * * knowledge through group discussion, so that students can really understand the author's writing intention.

Secondly, reasonably divide the cooperative groups. When building a cooperative group, we follow the principle of "homogeneity among groups, heterogeneity within groups and complementary advantages", and divide students into groups according to their differences in knowledge base, learning ability and personality characteristics, with 6 people in each group. This grouping method not only helps students to complement each other's advantages, but also lays the foundation for fair competition among all groups in the class.

Finally, clarify the division of labor among team members. In group interactive learning, group members must have a clear division of labor and bear their due responsibilities. Each team member is a team leader, but the division of labor is different. The study group leader mainly arranges study tasks in class, organizes students' discussion and supervises the learning process. The operation team leader is mainly responsible for receiving and sending operations and checking the completion of operations. Group members should not only actively take personal responsibility, but also support and cooperate closely with each other, give play to team spirit and effectively complete the group learning task. For example, when translating "Wolf", the study team leader assigns each paragraph to individuals, and then everyone translates together, focusing on difficult points to discuss and communicate, which not only deepens the understanding of the text, but also improves the learning efficiency.