First of all, what is an efficient classroom?
What is "efficient"? What kind of classroom is an efficient classroom? The teacher will think this question is a bit too simple. Generally speaking, our understanding is similar, but the details may not be fully understood. There is a word "efficiency" in the quantitative relationship of primary school mathematics. Does our teacher understand "efficiency" as "high efficiency" But "high efficiency" means not only efficiency, but also efficiency. The so-called efficiency, from the engineering point of view, is simply the amount of work completed per unit time, while the benefit refers to the effect produced by relying on some strength and practice. From this point of view, efficient classroom depends on teaching efficiency, that is, the amount of teaching tasks completed by teachers in 40 minutes; It is more important to look at teaching efficiency, which is the effect of teacher-student activities on students' development in class. It depends not only on the number of 40 minutes of study, but also on the quality of study. It depends not only on the teacher's teaching, but also on the students' learning. It depends not only on the mastery of knowledge, but also on the improvement of learning ability and the cultivation of mathematical literacy. It depends not only on the realization of knowledge goals, but also on the emotion of learning and the process of knowledge formation. The core of efficient classroom is "teaching efficiency", not "teaching efficiency". The ultimate goal of classroom teaching is to improve teaching efficiency and realize students' better development.
The reality is that most teachers are not diligent or serious, but from the perspective of teaching efficiency, their achievements are not ideal, especially our old teachers. Because of the hereditary tradition, they have few opportunities to participate in teaching research and learning, but they can't achieve ideal results just by working hard as usual. In a mathematics teaching and research activity, I listened to an old teacher in a rural primary school. It can be seen that the teacher is very attentive and has made a lot of preparations before class. Classes are also "dancing", but students are "in a fog". This is often because these teachers only pay attention to whether they have finished teaching the content, and rarely consider whether the students have learned anything or not. If students don't want to learn, or have learned nothing, it is useless for teachers to teach again. Similarly, if students study hard, but they don't get the development they deserve, they won't get good teaching results. Another reality is that some of our teachers know something about "efficient classroom", but they may not be able to be "efficient", at least not everyone's efficient and open. There are many reasons, including teachers and education management. From the reality of our county, teachers have many subjects and many students. They are busy correcting homework, books and lists, dealing with all kinds of trivial matters, and it is difficult to have time and energy to pursue high efficiency. But these are objective secondary problems, mainly teachers' problems. In order to pursue efficient classroom, we should first actively pursue to be an efficient teacher. Efficient teachers are the basic premise of efficient teaching.
Second, what is an efficient teacher?
Good people are not necessarily good teachers. Only an efficient teacher can teach efficiently and be considered a good teacher. What is an efficient teacher? It is difficult for me to answer this question accurately. I looked up a lot of information, and although there are similarities, different people have different opinions. Therefore, I don't want to explain the generosity of career pursuit, moral sentiment, personal character and career development. I want to borrow a passage from two ordinary front-line teachers, Wu and Tang Zhongyao in Nanjiang County, Sichuan Province, to explain how ordinary teachers can be regarded as efficient teachers. As for what is an efficient teacher, I have to experience it for myself:
First of all, our education and teaching should conform to the characteristics of students' physical and mental development. We can't let children of several years old and teenagers of several decades old adapt to teachers of several decades old. Only our teachers can take the initiative to study students, get to know them and get familiar with them. Professor Yu Dan told a story in a speech: a philosopher was doing research, and his grandson often bothered him. Philosophers are distressed. He finally figured out a way to tear up a map of the world and let the children spell it correctly again, thinking that it would be quiet for several hours. Unexpectedly, the child spelled it in ten minutes. The philosopher was surprised. An adult may not be able to spell for hours. How did he spell it? The child's answer surprised the philosopher even more. He said that he saw a portrait on the back of the map, put it together and brought it. You see, children's thinking often exceeds our expectations, doesn't it? What do we know about their psychological activities?
Secondly, establish a harmonious relationship between teachers and students, take students as the foundation, and truly implement Scientific Outlook on Development's core concept of "people-oriented". Only by letting students kiss their teachers can they believe it; Only when the relationship between teachers and students is harmonious can zero-distance teaching be implemented and the effectiveness of teaching and educating people be based. The teacher-student relationship of many teachers today is very tense, and the main responsibility should be the teacher. Maybe some teachers will ask: if you put down your teacher's airs and are completely equal to students, where does the teacher's prestige come from? How to teach without prestige? These teachers believe that prestige comes from the status of teachers. Isn't traditional education in China also advocating "the dignity of being a teacher"? Actually this is a misunderstanding. Teachers' prestige comes not only from status, but also from knowledge and personality charm. Personality charm not only refers to setting an example, obeying the law and being willing to contribute, but also refers to that teachers have the educational concept of democracy and equality, respect and trust students, tolerate students, treat every student fairly, do not favor winners, do not discriminate against poor students, and do not give up, especially in learning guidance, and can put themselves in the students' shoes. It is important for teachers to constantly strengthen their study, establish the concept of lifelong learning, face new problems and new students appearing every day in education, find solutions and be a person who keeps pace with the times. What determines a person's behavior is his concept, so to change the old traditional educational behavior, we must first change teachers' educational concepts, such as educational concepts, teachers' concepts, students' concepts, curriculum concepts, teaching materials' concepts, moral education concepts, management concepts, evaluation concepts, etc., and the most important thing is students' concepts. Change the practice of singing old songs in new textbooks and wearing old shoes in new bottles and old wines, deeply reflect on the past education and teaching behavior, and find out what is the essence of traditional education, which should be preserved and which should be abandoned categorically; Change the simple "takenism": copy teaching plans, copy teaching reference books or teaching AIDS as porters and be innovators; Change the bookishness and individualism that only focuses on books (teaching materials), and only pays attention to how to teach and not how to learn. Define "teaching" with "learning", and the teaching method turns around the learning method; Change the way of dominating the podium, ignore the dynamic generation of students, and give full play to the main role of students and the leading role of teachers.
The theory and experiment of "student-oriented education" presided by Professor Guo of South China Normal University put forward that "everything is for students, students are highly respected and fully relied on." Student-oriented education holds that teaching is students' autonomous learning under the guidance of teachers' organizations, and classroom is the classroom of human development; In the teaching organization, encourage learning first, teach with learning, teach less and learn more until teaching without teaching; Advocate the use of individual, group and class learning methods. We think this theory is more in line with the spirit of quality education and new curriculum standards.
In short, teachers should have a clear and advanced concept of education and teaching, constantly enrich themselves, often reflect on their own educational and teaching behavior, be an effective teacher and implement effective teaching.
Third, how to create an efficient classroom in primary schools
"Teaching" is the process of teaching and learning. How to build an efficient classroom in primary schools should naturally be considered from two aspects: teachers' teaching and students' learning.
(A), the teaching of teachers
1, prepare carefully before class
Efficient classroom, talking about the classroom, but teachers should pay attention to whether the whole process of teaching is effective, and their eyes can't just stare at it for 40 minutes. To establish an efficient classroom, the main effort should be before class, and the most important thing is to prepare lessons.
Lesson preparation is also efficient, and efficient lesson preparation should permeate teachers' thoughts and attention. At present, our reality is that preparing lessons is ineffective and inefficient. We copy lesson plans, download lesson plans and use ready-made old lesson plans. Personally, I'm afraid the objective reasons for this situation are greater than the subjective reasons: an efficient lesson preparation can not be completed in a short time, that is, it is necessary to grasp the teaching materials, sort out the knowledge points, determine the teaching priorities and difficulties, master the learning situation, choose teaching methods, sort out the required materials and so on. Teachers need to pay a lot of time and energy to prepare lessons, but now teachers are in a state of high load and strong pressure, so it is difficult to spare more time and energy to prepare lessons seriously. They can prepare a section or two in detail at most. Subjectively speaking, a large number of teachers have insufficient understanding of lesson preparation, serious coping psychology, no serious analysis of the teaching objectives to be achieved according to the learning situation of the students they teach, poor handling of key and difficult points, and few can design learning methods; Collective lesson preparation is a mere formality. "One person prepares lessons, the whole grade group enjoys it, and the division of labor and cooperation becomes more shared." After teaching for more than ten years, I haven't found a teacher who pursues high efficiency in preparing lessons. Maybe there will be such a teacher in our county, but at least I haven't found one around me so far.
In our school, many teachers have designed many excellent cases for various reasons, which is a good resource for preparing lessons. Can we establish a database of excellent cases in our school for other teachers to learn from when time and energy are limited? I think this problem is worth considering.
What kind of lesson preparation is effective? Pay attention to learning situation, including understanding students' original knowledge starting point, students' learning ability, learning methods, learning attitudes and emotions; Learning textbooks can correctly grasp the key points and difficulties of teaching content, analyze the key points and difficulties with students as the starting point, and design effective teaching objectives, including three-dimensional teaching objectives of new curriculum standard knowledge and ability, process and method, emotional attitude and values; Think carefully, choose teaching methods reasonably, especially learning methods, advocate independent, cooperative and inquiry learning methods, and determine teaching methods according to learning methods; Design the course type and teaching structure, choose the appropriate teaching means according to the course type, compile the teaching syllabus and so on.
High-quality lesson preparation is a powerful guarantee to improve classroom efficiency. To deeply understand the three-dimensional goal of this course, what is the knowledge structure, what are the key points and difficulties, how to break through, what teaching means and methods to use, and the actual teaching process preset, only when giving lectures can you be handy. There are also teaching AIDS and mental state preparation.
2. Harmonious teaching process
At present, formalism exists in different degrees in classroom teaching, especially in open classes, demonstration classes or observation classes, which are flashy and deceptive. I'm afraid the acting teacher has seen this kind of class more than once or twice, so I don't need to give an example. An efficient classroom should be horizontal. Design teaching in a real way, implement teaching objectives in a real way, and accomplish teaching tasks in a real way, instead of deliberately pursuing "strangeness", "specialty" and "cleverness"; Efficient classroom should be real. We must proceed from teaching practice and reform and innovate on the basis of inheriting Excellence. We can't lose the tradition and blindly follow the trend, so that classroom teaching loses its authenticity; Efficient classroom should be substantial. Classroom vitality means that under the guidance of teachers, students have sublimated on the premise of mastering basic knowledge; Efficient classroom should be solid. It is not limited to the interaction between a few students and teachers. Most students act as listeners, but they should all participate. Although we can't go hand in hand, we should at least gain something from each other.
First of all, students will take the initiative only if they are interested, which is the best thing to learn. The interest mentioned here is not superficial. This kind of interest is not uncommon in real classrooms. Although endless games and endless "posing" have really stimulated students' interest, we still have to consider whether it is necessary and how much to use. Real interest refers to a deep desire to participate in learning, such as inquiry activities in math class. If students can consciously and actively participate in the inquiry process and have a sense of pleasure, this is interest, which is the feeling that they want to learn more after learning. Only by grasping this feeling of students can the efficiency of learning be higher. Therefore, teachers should have passion in class, and students have no interest without passion. Teachers should have a sense of humor, change the use of reasonable and efficient teaching methods, and especially need to skillfully apply multimedia to catch students' eyes and attract their attention. At the same time, multimedia teaching can increase classroom capacity, save blackboard writing time, and play a vital role in improving classroom efficiency with the advantages of strong intuition and easy to stimulate students' interest in learning. However, too many courseware is not conducive to the formation of students' thinking. Unnecessary courseware is actually a passive acceptance of students' interest, which is not conducive to the cultivation of students' learning ability and the exchange of learning methods, but also restricts the innovation of students' learning methods and the expansion of their thinking.
Secondly, it is also important to establish a harmonious relationship between teachers and students, create a "low pressure and high challenge" classroom atmosphere and improve classroom teaching efficiency. People are at their best in a relaxed atmosphere. Only in a relaxed, harmonious and pleasant classroom atmosphere can students have the most ideal learning state. Teachers should be good at using some strategies to create a harmonious classroom atmosphere. A relaxed classroom atmosphere and an equal and harmonious relationship between teachers and students will make students feel safe and respected. I won't feel the pressure from teachers and other students, so I can listen and speak. Only when most students like this teacher will they like his class, concentrate their attention and be active in thinking. If a student is bored with you from the heart, no matter how good you speak, he won't listen, so classroom efficiency can't be discussed.
In addition, teachers should stand in the position of organizer, guide and collaborator. Good organization and management in the teaching process is an important guarantee to improve efficiency. The introduction of new courses should be concise, straight to the point, not off topic, not off topic in class, and closely related to the theme of the class. For example, Wang Aixing, a teacher in our school, started with a medal in his hand and introduced it to previous Olympic Games, so that students can know the number of medals won by China athletes and pave the way for the teaching of discount statistics charts. The creation of this situation is concise and can stimulate students' interest in learning and seize students' desire for learning. Give full play to students' main role and let them actively participate in the teaching process, so as to get twice the result with half the effort, but without the guidance of teachers, students' learning will deviate from the direction. Taking mathematics as an example, hands-on operation, activity experience and cooperative communication are important methods in mathematics teaching. But in some math classes, there are too many activities, too many activities and too blind activities. In class, students are busy with hands-on operation or cooperative communication, but lack the time and opportunity for independent thinking and meditation, which is the premise of activities and communication. Do a good job in class summary, emphasize the key content again, and more importantly, help students sort out their knowledge and let them better grasp the laws of knowledge.
3. Deep reflection after class
There will always be differences between the pre-class presupposition and the dynamic formation of the classroom, so we should do in-depth reflection after teaching. We should continue to carry forward our successes and improve our shortcomings in order to facilitate future teaching.
(B), students' learning
Students need the guidance of teachers in their study.
1, make full preparations before class
Prepare knowledge review before class.
The process of preview is a process of reviewing and preparing old knowledge, and it is also a process of transition from old knowledge to new knowledge. To preview new knowledge, we should grasp the main difficulties, make clear the key points of lectures, learn some new knowledge, use some old knowledge, get in touch with some old knowledge and focus on what to prepare. Only in this way can new knowledge be incorporated into the old knowledge system and a brand-new knowledge structure be formed.
Be prepared physically and mentally.
The learning process is accompanied by students' motivation, emotion, interest, will, perseverance, personality and other psychological factors, and their participation is directly proportional to learning efficiency. Only when students have a clear purpose and a happy mood can they give full play to their learning potential and improve their learning effect.
2. Listen carefully in class and think actively and seriously.
Pay attention in class, don't think, don't move, don't look around, try to eliminate the interference of the class, and make sure that your eyes, ears, hands and heart are correct; When reading, listening, thinking and writing, the mind is in a highly competitive state. Fully mobilize a variety of senses to participate in lectures, and don't use one thing for two purposes.
Learning is inseparable from thinking, "thinking is bright, thinking is dark". Without thinking, understanding new concepts and mastering the internal relationship between old and new knowledge is empty talk, and the practical significance of class will no longer exist.
In short, the improvement of classroom efficiency requires the joint efforts of teachers and students, both of which are indispensable. In the teaching process, teachers should always adhere to the student-oriented principle, create conditions and atmosphere for students in all directions and through multiple channels, fully mobilize students' enthusiasm and initiative, stimulate students' imagination and creativity, develop students' divergent thinking, strive to make the classroom full of vitality, let students enter the realm of happy learning, and effectively improve teaching efficiency.
Fourth, the extension of efficient classroom.
People have experienced many things, but they have forgotten many things. A lot of knowledge that students have learned will gradually be forgotten. Therefore, if the knowledge that students have learned in the classroom is consolidated more efficiently, they need to expand outside the classroom. Necessary exercises can help students deepen their memory. Li Shanyu, the former teacher of our school, did better in the design and handling of exercises. Exercise design is targeted and hierarchical, involving both basic knowledge and expansion considerations. In the handling of exercises, Mr. Li has basically changed when there is an arrangement, and the wrong questions should be re-approved. This method has a great effect on the transformation of students with learning difficulties. It is not easy for students to forget what they have learned after practice, but it only involves the teacher's time and energy. It is recommended to learn from it.
In short, the pursuit of efficient classroom needs our teachers to give full play to their educational wisdom and work creatively.