If a teacher walks onto the platform without preparing lessons, he is as flustered as a soldier who goes to war without weapons. If teachers can't know the teaching objectives, teaching difficulties and teaching process of a class, how can they have an efficient class? Mathematics teachers should not only prepare lessons, but also spend time studying textbooks, carefully design the teaching process around the topic, achieve "two understandings" and thoroughly understand textbooks and students. The "intensive teaching and more practice" in efficient math classroom also puts forward stricter requirements for math teachers to prepare lessons, that is, how to carry out effective teaching design and achieve the best results in a limited time. In addition, there are many things that can be excavated for the new curriculum standard textbooks. I feel that even if a textbook has been taught before, it can dig out different things, get different experiences and gain new gains. Therefore, if math teachers want to sail the ship of "efficient classroom", they must raise the sail of "preparing lessons".
Second, improving the quality of preview and making good use of the results of students' preview are the magic weapon to implement efficient mathematics classroom.
To improve the efficiency of mathematics classroom, it is not enough to rely on teachers to prepare lessons carefully, but also to bring students in. This is to arrange students to preview: first, according to the preview content, see what they can understand and understand; The second is to find out what you can't understand in the preview content and mark it. The third is to write down your views on the preview content. In this way, every student can learn the idea of classification, turn unknown problems into known knowledge to solve, and have a full knowledge and psychological preparation before facing new knowledge. In class, let students say what students say, let students do what students do, and let students finish what they can. Classroom teaching focuses on students' doubts and ambiguities, making the teaching process targeted, which not only improves the efficiency of mathematics classroom learning, but also mobilizes students' enthusiasm for participation.
Third, paying attention to every student is the basis of implementing efficient mathematics classroom.
There is a good saying: "The classroom is the place where students perform, not the place where teachers perform." No matter how well the teaching design of a class is, no matter how wonderful the teacher speaks, it is not an efficient class if the students can't really participate. Some demonstration classes gave me great feelings. In class, the teacher pays attention to every student in the class and gives every student a chance to speak. In class, teachers respect students' personality differences and never shy away from any questions raised by students. Teachers' proper evaluation of students in class gives students confidence and motivation to learn. Looking back at our classroom, most of the students who answer questions are upper middle school students, so the upper middle school students naturally get more attention from teachers, while the underachievers, on the other hand, become idle and push at most one step. He won't leave until the teacher urges him. After class, teachers have to spend more time tutoring underachievers. The more the teacher urges, the less students want to learn, forming a "vicious circle". Therefore, in order to make math class more efficient, teachers should pay attention to each student, admit their differences on the basis, let them learn by participation, by affirmation and with the encouragement of teachers, so as to gain the pleasure of learning.
Fourthly, it is the guarantee to implement an efficient mathematics classroom to talk about examples carefully and make time for students to do more classroom exercises.
Practice is an effective means to acquire mathematical knowledge. In the past classroom teaching, there was such a phenomenon. After class, I feel that the class is very smooth and the classroom atmosphere is unprecedented. Students can also cooperate with the teacher's teaching, and the effect should be good. As expected, the quality of the work is extremely poor. In the final analysis, students have not consolidated their new knowledge through full and effective practice in class, and teachers can't check and fill gaps through classroom practice feedback and adjust the teaching process in time, so they can't get good results. So how to improve the effectiveness of classroom exercises? The viewpoint of students' layered design exercises in the subject of "Efficient Mathematics Classroom" points out the direction for us to design exercises effectively. In the teaching process, students' differences should be recognized, and in the exercise design, students' differences in foundation should be recognized, and exercises at different levels should be designed in accordance with their aptitude, so that students at different levels can experience the joy of success and get the development they deserve, which will provide the best guarantee for efficient mathematics classroom.