Classroom teaching is the main body of school education and the main channel to implement quality education. Classroom teaching efficiency is the efficiency of teachers "teaching" and students "learning", and it is the teaching task that teachers and students accomplish together in unit time. It is an important index to measure the effectiveness of classroom teaching, which affects the all-round and healthy development of students. So how can teachers who play a decisive role in classroom teaching and act as guides, organizers and collaborators improve classroom teaching efficiency? I draw some conclusions based on my own practice:
First, cultivating students' good study habits is the premise.
Good study habits are conducive to stimulating students' interest in learning, enhancing students' self-confidence, improving learning efficiency and cultivating innovative ability.
I strictly ask students to prepare learning tools before class, and not to rummage around in class, which will affect their own and others' learning. I put an end to the common bad phenomenon of finding what to use in class. In addition, I also cultivate students' habit of previewing. The compactness and logicality of mathematical knowledge require all students to have existing knowledge related to new knowledge as the basis. Effective preview is conducive to improving students' autonomous learning ability, enhancing learning confidence and improving classroom teaching efficiency. For example, when I teach fractional division, because students preview the algorithm of fractional division on the basis of the existing knowledge of fractional multiplication and reciprocal cognition, I focus on guiding students to understand arithmetic and experience the generation process of knowledge.
In class, I often adopt different strategies according to different students' own conditions, step by step, and cultivate students' habit of writing neatly and regularly; Develop the habit of carefully examining questions and checking after solving problems; Develop the habit of asking and answering questions actively; Cultivating the habit of listening attentively, taking notes diligently and loving thinking will greatly promote the improvement of teaching efficiency.
Second, correct teaching ideas and correct teaching attitudes are the key.
1. Teaching philosophy guides teachers' teaching behavior. The formulation of teaching plan, the selection of teaching methods, the application of teaching means and the implementation of teaching process are all determined by teachers' teaching ideas, so the correct teaching ideas are conducive to the improvement of classroom teaching efficiency. The teaching concept of the new curriculum concept has three characteristics: wholeness, comprehensiveness and initiative.
In classroom teaching, all my activities are student-centered and aim at students' all-round and healthy development. I design questions and exercises at different levels in a targeted manner. Operational cooperative learning activities will also give every student the opportunity to publish and share the results, focusing on stimulating students' initiative and enthusiasm for learning. For example, after teaching the basic properties of fractions, I designed such a set of exercises: 1/2 = (. 1/2=2/()=4/(); 2=()/()=()/ (), so that all students can experience the fun of success. For example, when I teach the circle, I ask students to wrap the circle with a string, measure the circumference of the circle with the string, and then compare the relationship between the circumference of the circle = diameter × pi. Finally, the whole class summed up the circumference of a circle = diameter × pi. The whole process.
2. Attitude is everything. In order to have a good class and improve the efficiency of classroom teaching, teachers should make full preparations for teaching. First, we should understand students' age characteristics and cognitive rules, their existing knowledge level and life experience, and their study habits and learning ability. Second, we should study the textbooks carefully, understand their intentions, and use them flexibly, skillfully and creatively. Third, we should study teaching methods, learn advanced teaching experience, and seriously reflect and summarize after class. Only in this way can we improve students' comprehensive quality, teachers' own teaching ability and scientific research level, and achieve the goals of teachers and students.
Third, superb classroom teaching ability is fundamental.
Superb classroom teaching ability is a powerful guarantee for teachers to improve classroom teaching efficiency and complete classroom teaching tasks. Teachers should keep pace with the times, study hard and constantly improve their classroom teaching ability.
1. Create situations to stimulate students' interest in learning.
Confucius said, "Those who know it are not as happy as those who enjoy it". Einstein also said: "Interest is the best teacher". This shows the importance of interest. When creating situations, teachers should fully consider the different sources of interest of students of different grades, which conforms to their psychological characteristics and cognitive laws and is close to their real life. For middle and lower grade students, teachers can create game situations and story situations. For senior students, we can create operation situations, obstacle questioning situations and competition situations. For example, when I was teaching the multiplication of fractions in the sixth grade, I projected two big moon cakes on the screen and divided them into two halves. Students quickly listed them by multiplying the fractions by integers: 1/2× 2. Then I only took half of the moon cakes and divided them into two halves. How to form? Some say that half a moon cake is a whole, divided into two parts on average, one of which is 1× 1/2, and some say that half a moon cake is two 1/2 in the form of 1/2× 2. A classmate accurately said through observation that a small part was 1/4 of a moon cake. 1/How is the April cake calculated? This is the "Fraction by Fraction" that we are going to learn today. Among them, students are limited by "fraction multiplied by integer" and "integer multiplied by fraction", and it seems that they can't work out the correct formula in the same way. But through the teacher's intuitive demonstration, they know that the accurate answer is1/April cake, but they can't write. This fully stimulated students' curiosity and desire to solve problems urgently.
2, the ability to optimize the teaching process
The teaching process is a process in which teachers "teach" and students "learn", and it is a process in which teachers and students interact and grow together. Optimizing the teaching process is the main way for teachers to improve their classroom teaching ability, and it is also an important guarantee for improving classroom teaching efficiency.
① Optimize teaching methods.
In the past, under the background of exam-oriented education, classroom teaching was a monotonous process, and a single method restricted the improvement of classroom teaching quality and affected the all-round development of students. Under the background of quality education, in order to distinguish from the traditional teaching mode and reflect the superiority of quality education, some teachers use multimedia too much, which will bring unnecessary stimulation to students who don't need much. Students get tired easily. Not only can it not get effective results, but it will also reduce the efficiency of classroom teaching. However, some teachers design too many activities, so that all activities can not be fully carried out, and students have no time to express their gains and feelings, which affects the improvement of classroom teaching efficiency. Teachers should learn to use as few materials and activities as possible to achieve the highest efficiency. For example, when teaching the surface area of a cylinder, I give each group a cylindrical paper tube, from which two bottom surfaces and sides can be removed. Through observation and disassembly, it was quickly made clear that the surface area of a cylinder = lateral area+the sum of two bottom surfaces, and the two bottom surfaces belong to known knowledge. However, through repeated disassembly and assembly operations, lateral area always showed that the width of a rectangle is equal to the height of lateral area, and the length of a rectangle is equal to the circumference of the bottom surface of the cylinder. The students quickly deduced lateral area's formula. Thus, the formula for calculating the surface area of the cylinder is derived (at this time, the area formula and side area of each part of the rectangle are presented intuitively by multimedia). In the exercise consolidation, I still use this learning tool to guide students to calculate the surface area of one bottom surface and the surface areas of two bottom surfaces. In the whole process, the material of a physics learning tool is the least, and compared with the multimedia presentation tank, it is also dynamic. More vivid, intuitive and three-dimensional. The design of the activity is to promote the operation step by step, deepen the discussion step by step, and sublimate the thinking step by step. The use of multimedia focuses on presenting the internal connection and transformation process of knowledge, helping students break through difficulties and greatly improving the efficiency of classroom teaching.
② Optimize the learning style.
On the basis of optimizing teaching methods, teachers can optimize students' learning methods, which can complete classroom teaching tasks more efficiently and fully embody the new curriculum concept that "teaching" serves "learning". After the curriculum reform, the mode of independent discussion and cooperative learning has been welcomed by teachers and students. In classroom teaching, I try my best to optimize teaching methods and give students enough time and space to explore independently. Create an effective cooperative learning platform for students. For example, in the process of teaching "surface area of rectangle and square", I first instruct students to calculate the surface area of a cuboid by using the area of rectangle they have learned. After students independently listed the formulas: 6×4+6×5+5×4+6×4+6×5+5×4, and found the surfaces one by one, I inspired students to observe the formulas and list them independently according to the characteristics of cuboids. Then I use the algorithm to guide students to list (6×4+5×4+6×5)×2. At the end of the expansion and innovation, I asked the students to divide into several groups, unpack the cuboid carton with strong hands-on ability, clearly tell which faces the cuboid is made of, and write the calculation formula with strong calculation ability. After communication and reporting, I creatively listed: 6 × (5+4) × that is, the surface area of a cuboid = length× (width+height )× 2+width× height× 2. Students actively participate in both the previous independent inquiry and the later cooperative learning, giving full play to their subjectivity, initiative and comprehensiveness, cultivating students' self-learning ability and cooperative learning ability, and improving teaching efficiency.
Improving classroom teaching efficiency is the goal that our teachers have been paying attention to and pursuing unremittingly. In the future, I will persist in studying hard and study hard, and constantly improve my scientific and cultural quality, educational and teaching ability and scientific research level. I will make unremitting efforts for every class and for the education of the motherland.