What kind of classroom is an efficient classroom and how to build an efficient classroom. As a front-line teacher, I have been thinking a lot about how to do it. Since the beginning of this semester, the school has set up a number of lesson preparation groups, and carried out activities such as new teachers' induction classes, backbone teachers' leadership classes, and "different classes with the garden school district". Also make full use of the advantages of the network, open up online forums for disciplines, and teachers will communicate online to discuss what they think, do, learn and doubt in teaching. Through participating in this series of activities organized by the school during this time, I have reflected and practiced. It is believed that to create an efficient classroom, it is necessary to be simple but not simple, mainly in the following aspects:

First, "Tracing to the Source"-Read through the textbook

In order to get high efficiency in class, we must make full preparations before class. I think teachers must study textbooks, understand and control them accurately. As a math teacher, students should not only master the thinking results that can be seen in books, but also participate in the thinking activities that can't be seen in textbooks. So my experience is that teachers must master the teaching materials skillfully. Through the textbook, I can be inspired first, internalize the ideas in the textbook into my own real ideas, and read the textbook vividly. Let yourself see the whole picture of mathematics itself from behind the concise definitions, formulas and narratives in books, find the growing point of new knowledge and understand its formation process. For example, in the course of mathematics and transportation, the content of this knowledge point is based on students' understanding of multiplication and division and perimeter. How many meters do students collect in one minute? It is the speed of his walking, and the concept of speed will not be further studied until the fourth grade. There are 62 times 10 students who don't count ... what math problems students may ask, how to solve them, and to what extent. Follow-up research on what content spirals up on its basis. In this way, teachers can master the teaching materials skillfully, read them vividly, and dig them "to the source", which is the premise of making mathematics teaching a thinking activity teaching and creating an efficient classroom.

Second, "listening to the sound"-reading students

There is one thing that impressed me deeply in traffic and math classes. Let's look at the first shot first. The teacher asked the students to investigate the traffic-related data in the school before class. Then ask questions independently in groups and solve problems independently. Some students put forward the mathematical problem of paying by bus: one yuan for an adult, fifty cents for a child, and how much for three adults and three children? When students solve problems, this problem is the only one recognized by the class without doubt. The student's calculation angle is 0.5 yuan. The concept of decimal is just a life experience for students. It's not what students learn in math class. Why do students know? Because this problem comes from children's familiar life scenes, students will feel more cordial when learning mathematics, their enthusiasm for learning mathematics will rise rapidly, and the learning atmosphere will naturally be relaxed and active.