Now many schools have set up "independent" and "efficient" classes, and many teachers turn pale when they talk about "speaking". The four walls of the classroom have become blackboards. The table also forms a round conference table. We didn't attend the class, but watched it. Watching students get together in class, you said I was talking nonsense, and I didn't know what to say. It is said that this is an "efficient" classroom for new ideas. However, I still doubt in my heart: can this be efficient? "Autonomy, cooperation and inquiry" is important, but students are students after all. Some things are only discussed at the same shallow level. If the teacher doesn't teach, the students just won't. Is the so-called equality between teachers and students equal in personality and knowledge? Can a teacher with the same knowledge and skills as a student be called a teacher?

Efficient classroom teaching is the dream of teachers and the hope of schools, families and society. With an efficient classroom, it not only reduces the burden on students, but also reduces the work pressure on teachers. "Mathematics Curriculum Standard for Full-time Compulsory Education (Experimental Draft)" points out: "Effective mathematics learning activities can not only rely on imitation and memory, but also practical practice, independent exploration and cooperative communication are important ways for students to learn mathematics." And efficient mathematics learning activities should be a higher level pursuit on the basis of effective mathematics learning activities.

First, the pursuit of efficient classroom, to understand students, so that teaching is human.

Educator Suhomlinski said: "The practice of education has convinced us that each student's personality is different, and the task of cultivating a new generation is to first understand this difference of each student."

1, understand students' personality. Most students' personalities are praised by teachers in their studies. Therefore, regular small-scale competitions can stimulate their interest in learning and enhance their sense of competition.

2. Understand students' original cognitive basis. When anyone is learning new knowledge, the old knowledge must always be involved. Learning new knowledge with existing knowledge not only improves the scientific and technological content of classroom teaching, but also eliminates the ineffective space in the classroom and reduces students' learning obstacles. For example, when explaining new mathematical concepts, teachers should ask questions as far as possible from reality, so that students can understand that these mathematical knowledge comes from life and is applied to real life, so as to realize the role of mathematical knowledge in real life; At the same time, teachers should also provide students with more opportunities to extract mathematical problems from concrete examples in daily life and use the learned mathematical knowledge to solve many practical problems in real life.

3. Understand the students' mastery of the knowledge they have learned, adjust the teaching plan in time, conduct group study counseling and individual study counseling in a targeted manner, and do a good job in improving and making up the difference.

Second, good self-study ability is the strong backing of efficient classroom.

For primary school students, the most important thing is to learn how to learn, how to think, how to discover, how to create and how to master a set of learning methods suitable for them, so that when learning any kind of knowledge at any time, they will be "ubiquitous teachers." Therefore, teachers need to renew their ideas, study the wisdom of mathematics, analyze mathematical methods, and strive to make students learn, think, discover, apply and create mathematical knowledge like mathematicians.

In teaching, teachers cultivate and develop students' thinking ability on the basis of their knowledge. For example, teachers can let students preview before class-students record what they don't understand and take these questions to class. For previewing what you have already understood, you can compare the gap between your understanding and the teacher's explanation by attending classes to see if the perspective of the problem is consistent. If there are differences, which is better; Review after class-students can close the book, "read" the class content in their minds with their own ideas, and then sum up several "rules" by themselves. At the same time, teachers should also strengthen the analysis and scrutiny of book examples, because although the number of examples spoken by teachers in class is small, they are all representative. Teachers should study the principles reflected in each example, analyze and dissect the main points of each example, think about the angle from which such examples can be asked, what will happen if the known conditions and the goal of solving problems are slightly changed, what is the basis of each step in solving problems, what existing knowledge is used, and what methods can be used to solve such problems.

The key of mathematics teaching is not to change mathematics knowledge itself, but to change students' learning concepts, teach them learning methods, and form a good habit of consciously learning and consciously studying mathematics, so that students can benefit for life. Teachers should constantly integrate the methodology of learning mathematics into students' cognitive structure, so that students can understand the truth of "teaching people to fish".

Third, giving full play to students' potential ability is the guarantee of efficient classroom.

We know that students are developing people, and the ability to learn new knowledge is the potential ability of students. Therefore, among all students with normal intelligence, students without potential do not exist. The key of classroom teaching is to expand students' psychological space, stimulate students' internal drive, give play to their potential ability, urge students to think positively and give full play to their autonomous learning ability. "Autonomous learning" is about the internal quality of individual learning, and the key is to look at the role and performance of self in learning activities and behaviors. The opposite is "passive learning", "others learning" or "mechanical learning".

The process of mathematics learning is a process of continuous exploration and thinking. In mathematics teaching, whether to simply give students ready-made knowledge or create certain problem scenarios for students, so that students have more opportunities to explore and think, thus giving full play to their potential abilities. Generally speaking, examples in mathematics textbooks are examples of learning, and students should learn a kind of knowledge law and understanding method represented by examples through learning. But this does not mean that students can solve similar problems naturally as long as they learn the examples in books. In order to draw inferences from others, students need to have a deep thinking process, even after several mistakes and imperfect thinking, to reach a certain level of proficiency. This requires students to internalize the knowledge in books into their own knowledge. To achieve this goal, teachers should combine the specific teaching content in teaching, provide students with opportunities for independent thinking, leave students with sufficient thinking space, and let students put forward their own views on problems according to their own understanding and thinking development level. Different methods of different students reflect students' understanding level of a problem. On the surface, students have their own methods, and classroom teaching lacks unity. However, teachers can learn from students' different answers how students think, which students are at a higher level of understanding and which students do not understand deeply or accurately, and adjust the contents and methods of one-stop teaching to properly solve the problems existing in students' learning. However, in the current classroom teaching, many teachers are still asking questions while talking, leading students by the nose and not giving students room to think. Psychological research shows that curiosity and curiosity are children's nature and the expression of children's thirst for knowledge. Over time, many children's nature in this respect has been stifled by our educators, that is, teaching many problematic mouths to be dumb without problems, which is the most terrible. Therefore, our teachers should make good use of children's nature and try their best to let students learn to ask valuable questions in the learning process. Because of the individual differences of students, students often can't get to the point when asking questions. At this time, teachers should focus on motivation, eliminate students' fear and stimulate students' enthusiasm for asking questions. If students have no questions or can't ask valuable questions, teachers should consciously exchange roles with students, ask key questions, and at the same time give play to the spirit of group cooperation, so that students can speak freely and try their best to answer. Over time, students can develop the habit of being good at thinking and daring to put forward their own ideas, which is very important for students to learn new content and study new problems. If the teacher doesn't give students the chance to think independently, just let the students follow the teacher's ideas and guide them to say the correct solution step by step. Although this can successfully complete the teaching task, in the long run, students will develop inertia. Therefore, teachers should pay special attention to create more thinking opportunities for students in classroom teaching, fully stimulate students' intrinsic motivation, and strive to develop students' potential ability, so that students can improve their intelligence while knowing and understanding what they have learned.

For example, in the addition and subtraction course of Ten, let students "create" all the addition and subtraction formulas of 10 in operation and communication (deskmate communication, group communication, class communication and free combination communication when leaving their seats). For another example, when teaching "ten minus seven", let students sell seven apples from 15 as "salesmen", and students get various methods in calculation and communication, thus "creating" various methods for calculating "15-7". Another example is the statistics class. After the students cut the attached flowers and sorted them by color, when the teachers and students evaluated the students' works sorted by 5 red flowers, 4 yellow flowers, 3 orchids and 2 purple flowers, the students raised questions such as "how much is too little", "at most, at least" and "how much is a * * *". A student suddenly appeared: "I found them like stairs." After class, let the students count the daily necessities and school supplies, and apply mathematics to their lives.

Fourth, build a media-based learning model and pursue efficient classroom.

The combination of multimedia and mathematics teaching means that teachers should complete more teaching tasks and objectives than before in a certain period of time. Using information resources can save teachers' lesson preparation practice; The use of multimedia courseware can increase the amount of information in classroom teaching. For students, it is to learn more than before in a certain period of time. Using network resources, students can get a lot of teaching information in a short time and improve their learning efficiency; Through multimedia teaching, students can use a variety of senses to accelerate their understanding and memory of knowledge. With the modernization of education and teaching methods, it has played a multiplier role in the breakthrough of some difficult problems. Classroom teaching practice has proved that multimedia-assisted teaching is a high-level and efficient modern educational means. Applying it to mathematics teaching can not only effectively improve students' mathematical literacy, mathematical calculation ability and expand mathematical thinking methods, but also develop emotional factors, psychological quality and spiritual character accordingly, so that students' comprehensive quality can be developed and improved in an all-round way. It has an inestimable influence on the development of students' subjectivity and the cultivation and development of thinking ability, and creates a good environment for students' spatial imagination. For example, when I teach "Understanding of Light and Angle", I use multimedia technology to dynamically demonstrate the formation of straight lines, line segments and light and their relationships, thus helping students to grasp the characteristics of the three lines and their differences more intuitively and vividly. Students' hands-on operation can stimulate students' thinking space and enhance their creativity. For example, the derivation of the formula of circle area is a very complicated problem, which is difficult to explain clearly with traditional teaching AIDS and consumes a lot of time. However, by using computer to simulate cutting and spelling, the circle is divided into 8 parts and 65,438+06 parts ... and projected many times, so that a complicated problem of turning a circle into a square and a straight one into a curve is properly solved in a limited time and space, and the area formula of the circle is obtained, which organically permeates the limit to students. In this way, it not only effectively solves the key points in teaching, but also breaks through the difficulties, optimizes the teaching process, improves the teaching efficiency, effectively stimulates students' interest in learning, makes abstract and boring mathematical concepts intuitive and vivid, and enables students to learn mathematics from fear and disgust. For example, when teaching "year, month, and day", after teaching the judgment methods of normal year and leap year, we should carry out patriotic education such as "1840, 1949, 1999" and show the clips at that time in time through multimedia. It is through this effort that we call for the vitality of classroom teaching.

However, while blindly emphasizing efficiency, we should pay more attention to efficiency. Not all teaching needs the help of information technology; Teaching with information technology is not necessarily a good teaching. If we just put the contents of the textbook on the screen and use the projector instead of the blackboard, it is an inefficient integration. When using media courseware in teaching, we should use it reasonably according to the needs of the classroom, and the courseware should always serve the teaching instead of teaching around it. Avoid the teacher constantly performing his superb production skills in a class and show the courseware to the students from beginning to end. Students not only appreciate it, but also feel tired of aesthetics. It feels like being in a cinema and not learning real knowledge. Therefore, when using multimedia teaching, we should "practice" and take improving teaching efficiency and benefit as the criterion. The focus of integration should be the teaching problems that traditional teaching is inconvenient or unsolvable, and the teaching problems that need to be solved by information technology.

Fifth, develop good habits to protect the efficient classroom.

As the saying goes, "habit becomes nature". Primary school is the key period to cultivate habits, so it is necessary to cultivate students' self-motivation and form good study and living habits. Once good habits are formed, students' self-motivation will be "oriented". Students' self-motivation is one of the important conditions for teachers to successfully organize teaching, so there will inevitably be repetition in the process of training. Be good at grasping repeatedly, grasping repeatedly. So, how can we keep students from making progress?

Secondly, develop good habits and cultivate students' sense of responsibility. The cultivation of sense of responsibility must begin with the cultivation of good study habits. In teaching, teachers should guide students to devote themselves wholeheartedly with an extremely serious attitude, such as: listening carefully, thinking actively, answering questions enthusiastically, examining questions carefully, finishing homework on time, carefully checking "step by step", writing carefully after calculation, and gradually making students develop conscious, active and serious study habits. These are the basic guarantees for an efficient classroom.

Teaching practice has proved that only by truly realizing efficient classroom teaching, the curriculum reform of basic education will not be empty talk, will it be implemented, will it benefit students and will achieve a win-win situation for teachers and students. Students will be willing to learn mathematics, be willing to learn independently and creatively, and lay the foundation for becoming innovative talents facing the world, the future and modernization in the future.