As the central link and basic organizational form of teacher-student activities, classroom teaching is the main way for students to acquire knowledge, exercise their abilities and improve their skills. Then, how to build a high-quality and efficient classroom is the main topic that every math teacher should think and explore. Students are no longer passive and passive recipients of knowledge, nor are they programmed machines, but active and active knowledge explorers and classroom masters. Under the concept of new curriculum standards, students' dominant position must be highlighted, and the time, space and learning process in the classroom should be returned to students. Classroom teaching can no longer "go with the flow", and teachers should be the organizers, leaders and participants of the classroom. Evaluating the efficiency of a math class depends on whether it can fully mobilize students' learning enthusiasm and initiative, stimulate students' cognitive needs for learning, cultivate students' innovative spirit and practical ability, and promote the improvement and development of students' various abilities.

First, the status quo of mathematics classroom teaching and the reasons for its inefficiency

The author thinks that the "inefficiency" in junior high school mathematics classroom teaching is mainly caused by the disharmony between teachers' "teaching" and students' "learning".

1. Problems in Teaching

(1) Some teachers strictly follow the teaching materials, follow the rules in class, and dare not cross the line for fear of bringing difficulties to students. They "talk" and "listen" in class. Therefore, the classroom atmosphere is dull. Some teachers do not analyze the intention of writing textbooks and change the content at will. They always want to cater to the teaching method and curriculum reform idea of "independent inquiry, cooperation and communication, teacher-student interaction" advocated by the new curriculum, and "encourage" students to explore, cooperate and communicate regardless of students and teaching practice. The whole class is full of excitement and lively atmosphere. In fact, students study aimlessly and lack knowledge after class, which eventually leads to the inefficiency of classroom teaching.

(2) Influenced by the traditional concept of exam-oriented education, teachers' evaluation pays too much attention to the results, ignoring students' efforts and progress in different periods, and has not formed a real formative evaluation, which will inevitably lead to the shift of the focus of teaching activities, thus greatly reducing the effectiveness of mathematics teaching activities. Teaching activities that emphasize conclusion over process turn the vivid process of forming conclusion into monotonous mechanical memory and imitation exercises, and students lack experience, feeling, thinking and exploration of mathematics. Rote memorization and mechanical training have become important manifestations of mathematics teaching activities, students' wisdom and nature have been stifled, their personality development has been destroyed, and the formation of innovative thinking has become a bubble, which has seriously affected their all-round development.

(3) Some teachers lack the link of "preparing students" in preparing lessons; Lack of selection and integration of teaching materials; Lack of method guidance and ability training for students' mathematical knowledge system; Some teachers ignore that "interest" is the best teacher; The lack of classroom teaching density and the neglect of students' foundation and ability lead to the incompatibility between "teaching" and "learning".

2. Problems in learning.

(1) Some students have poor learning foundation and are passive in learning; Many students are very dependent and lack the initiative and consciousness of learning; I don't concentrate in class, and I am always careless about the questions raised by the teacher and the exercises assigned in class. I refused to use my head as if nothing had happened. Can't consolidate, summarize and discover the connection between knowledge in time after class; Many students go home unsupervised, unconsciously learn more, and basically do not review. They have little chance to get in touch with mathematics at school. If they don't review in time when they go home, their knowledge will soon be forgotten. Some students don't pay attention to the basics, they can't learn the rules, and their exercises and homework are sloppy. The teacher's comments have been revised, but the result is still wrong. It's even more effective. Teachers often complain that a lot of efforts have been made to no avail.

(2) Serious weariness of learning and lack of good emotional experience and personality. Many students lack interest in mathematics learning, and it is difficult to form a pleasant learning experience. With the acquisition of knowledge and the development of ability, the development of students' emotion, attitude and self-confidence in mathematics learning has formed a certain contrast. Making students gain self-confidence and more sense of success through mathematics learning is an extremely concerned aspect of mathematics learning goals, but it is seriously insufficient in mathematics learning. The exam lacks a sense of competition, thinks that he will not do it anyway and is unwilling to review it carefully, and takes the exam with an indifferent attitude. The homework assigned by the teacher is sloppy, plagiarized, or even not handed in. When solving problems, you don't follow certain steps, or you just know and don't know why. The problem-solving process is illogical, and you have not paid attention to the necessary problem-solving format.

Second, the method of constructing efficient mathematics classroom

In specific teaching, there is neither a ready-made answer nor a fixed model to improve the effectiveness of mathematics classroom teaching. Generally speaking, we must first find the crux of the problem, so as to be targeted, which is the premise of achieving efficient classroom.

1. Students should be fully aware of the application value of mathematics.

In today's challenging times, industrialization requires continuous improvement of the quantity and quality of products, less manual work and more brainpower, less mechanization and more electronics, less routine and more improvisation, less stability and more variability, all of which require everyone to think more and think more mathematically to survive. Mathematics is the gymnastics of thinking, and learning mathematics can cultivate and exercise people's logical thinking ability. According to the spirit of the new curriculum standards, students should not only learn the necessary knowledge, but more importantly, master certain skills to lay a certain foundation for their future life. This is enough to show that mathematics is not as useless as some students say. Teachers should try their best to improve the charm and interest of mathematics and strengthen the temptation to learn math well. Help students fully realize the importance of mathematics and explain it thoroughly. Only when students fully realize the importance and necessity of mastering mathematics knowledge can students study hard and maintain lasting motivation.

2. Students' interest in learning mathematics should be stimulated.

Interest is the best teacher. In mathematics classroom teaching, because of its particularity, many students find it abstract and difficult to understand. It is not enough to give students the motivation to learn. The key is to find ways to make students interested in math learning. Psychology tells us that learning interest is a psychological factor that directly promotes students' learning activities. It is a necessary prerequisite to stimulate students' thirst for knowledge and exploration, and it is the leading power of active learning. Most students' poor grades in mathematics are due to their lack of interest in mathematics. Teachers can use some vivid, intuitive and interesting teaching methods according to the teaching content to create an environment for students to use mathematics; Guide students to participate and encourage students to actively explore. Let every link of classroom learning feel the sureness of step-by-step learning, experience better and better joy, and establish confidence in learning. All aspects of lesson preparation, such as the creation of situations, should adapt to students' existing knowledge and experience, which will cause students' cognitive conflicts, stimulate students' desire to participate, and make students quickly immerse themselves in the situation of independent inquiry. Standard testing pays attention to basic exercises, so that every student can feel better and better joy through training, and topic design pays attention to difficulty gradient, so that every student can truly experience the realm of happy learning through training and establish learning confidence.

3. Students should go through a cycle of "learning-thinking-practice".

What students learn in textbooks is indirect experience summed up by predecessors. We must turn indirect experience into our own direct experience, which is irreplaceable. How to turn indirect experience into direct experience requires an iterative process of "learning-thinking-practice". The process of thinking is a process of absorbing and internalizing other people's knowledge and a process of "ruminating". For students, the most effective way to learn is to do problems, and to test their mastery and understanding of knowledge and ability by doing problems. After doing the problem, store the knowledge and ability you have learned, and re-learn and ponder the knowledge you can't or haven't fully mastered through the textbook. Then, after thinking, we should practice. Why do some students make mistakes when they fall in love at first sight? The main reason is that I am too lazy to do problems and lack of practice. Learning is a question of knowing, while practice is a question of doing or not. Posted in China Paper Download Center.

4. A new relationship between teachers and students should be established.

As a teaching activity of two-way information exchange between teachers and students, this kind of communication is based on trust and carried by emotion. A harmonious relationship between teachers and students will make students feel relaxed in the classroom. Not only teachers are willing to "teach", but students are also willing to "learn", thus greatly improving the effectiveness of classroom teaching. Teachers should put down their airs, not only be friends who care about students, but also be double guides of students' hearts and wisdom. Therefore, teachers should spend more time in emotional communication with students and enter their study life, so that students can "respect" you, "fear" you, "respect" can achieve love me, love my dog, and "fear" can complete the learning tasks assigned by you as required.

We should take advantage of the situation and grasp the characteristics of teenagers.

Middle school students are energetic, quick to accept new things, curious and have a strong "curiosity" mentality. Some students don't observe the graphics properly, and the language summary is not comprehensive. Therefore, teachers should give appropriate guidance in teaching. Junior high school students are active, distracted, curious and eager to express themselves. In teaching, we should grasp this physiological characteristic of students, create conditions and opportunities for students to express their opinions, and give full play to their initiative in learning. At the same time, let students explore independently as much as possible in teaching. Make full use of some good opportunities, make proper use of the characteristics of teenagers' pursuit of fashion and novelty, vigorously publicize and carry forward the spirit of brave struggle and glory for the country, and help them abandon their narrow and autistic thoughts. Grasping the characteristics of these teenagers, students are more willing to learn mathematics knowledge and are easier to accept and master.

Third, efficient mathematics classroom teaching mode

As mentioned above, there is neither a ready-made answer nor a fixed model to improve the effectiveness of mathematics classroom teaching. However, the "problem-oriented learning method" and "35 10 circular large class" implemented in some places are worth learning and learning from.

The basic process of "problem-oriented learning method" is: "setting questions, developing learning, autonomous learning, exploring and expanding, teacher's guidance, training and upgrading, reaching the standard", problem-oriented, students' autonomous learning, student-student interaction, teacher-student interaction, avoiding students' aimlessness in autonomous learning, making students' autonomous learning targeted, and students can solve most problems by their own abilities, and the problems that cannot be solved will be solved again. Most of the time is reserved for students, so that students can solve problems and train, so that every student can gain something in every class and improve in different degrees, which greatly enhances the effect of classroom teaching.

"35 10 cycle class", that is, a class is divided into two sections, with 35 minutes of presentation and+10 minutes of preview, which is called "35 10", and three steps are one class; Before class, during class and after class are called three steps; It forms a circular structure-class after class-class, which is the so-called cycle. In the first 35 minutes, the learning objectives of this lesson must be achieved through demonstration, communication and error correction. During these 35 minutes, the tutorial plan of the previous lesson must be withdrawn, and the new tutorial plan will be issued in the next 10 minute, and the tasks must be assigned in the last 1 minute. The whole learning plan is divided into eight links: learning objectives, key and difficult points, knowledge links, learning method guidance, problem logic, learning reflection, homework assignment and induction. There are six links in class: reaffirming the goal, investigating the learning situation, paying attention to the problem, giving intensive lectures, classroom testing and summarizing the homework. The basic process of classroom teaching mode is: creating situation-independent inquiry-cooperation and exchange-constructing knowledge-expanding application-reflection and induction.

Several links of the above two models are not mechanical and rigid, and can be flexibly adjusted and changed according to the characteristics of several links. Independent inquiry, cooperation and exchange, reflection and induction are the organic transmission whole that runs through the whole teaching process. The author's school is trying, and the practice proves that the effect is good.

In short, the reform of mathematics teaching is gradually accumulated, and it is impossible to improve the effectiveness of junior high school mathematics classroom teaching overnight. But as long as every math teacher actively participates in the classroom teaching reform, finds problems with his own eyes, analyzes problems with his own thinking, solves problems with his own wisdom, and works together in a multi-pronged manner, I believe that the math classroom will be full of vitality and the effect of math classroom teaching will be greatly improved!

References:! Chen Lin. How to improve the efficiency of junior high school mathematics classroom [J]. Mathematics and Physics Learning, 2008

The torrent of new curriculum reform is sweeping in. Optimizing classroom structure, exploring teaching mode and reducing students' schoolwork burden have become the most powerful high-frequency words in current curriculum reform. Adhering to the teaching philosophy of "taking students as the main body, training as the main line and teachers as the leading factor", we encourage students to actively participate in the classroom and give wonderful demonstrations, so that students can truly develop and comprehensively and substantially improve the teaching quality. In particular, how to create an efficient classroom in junior high school mathematics teaching has become a hot topic for discussion.

The first part: carry forward the concept of curriculum reform, study the characteristics of efficient classroom, and explore the strategies to build efficient classroom.

Taking the "show-feedback-preview" 27 1 efficient classroom teaching mode in Changle No.2 Middle School as a sample, this paper explores the efficient classroom mode suitable for our school and comprehensively promotes the efficient classroom. Learn the theory, establish the teaching concept of efficient classroom, observe the demonstration video class of "efficient classroom teaching mode" in Changle No.2 Middle School, understand the teaching links, master the classroom structure and learn the teaching methods. Curriculum standards point out: "Teachers are organizers, guides and collaborators of teaching activities." In order to change the previous concept of teachers' dignity, teachers should equally participate in teaching activities, crouch down close to students, participate in the learning process with students, question and solve doubts with students, and provide timely and effective help, guidance and norms for students' learning activities. In the learning activities of teachers and students, in the interaction between teachers and students, relaxed mood and active thinking are conducive to the cultivation of innovative consciousness. In group communication, teachers should capture and motivate students' excellent answers in time, and let students fully display themselves as much as possible. Combined with the characteristics of junior high school mathematics class, we should start an efficient classroom teaching mode, change students' learning methods, carry out group cooperative inquiry and autonomous learning, and cultivate students' autonomous learning ability. Establish study groups, plan classroom layout, establish class culture walls, and create a teaching atmosphere of cooperative inquiry and independent learning. Organize and guide students to actively participate in various learning exhibitions, strengthen the leading role of teachers, and evaluate and guide students in time. School leaders attend classes and give timely feedback and summary.

The second part: Explore mathematics practice, optimize classroom structure, and steadily promote efficient classroom mode.

Mathematics teachers learn efficient classroom theory, boldly learn from the teaching modes of Yang Si Middle School, Dulangkou Middle School and Changle No.2 Middle School, and help teachers prepare counseling programs. In the guidance plan, students are the main body, advocating autonomous learning and paying attention to learning methods. After more than a year of practical exploration and experience accumulation in efficient mathematics classroom, an efficient teaching mode of "show-feedback-preview" has been initially formed, and students have gradually adapted to this mathematics teaching mode, and students have initially formed a good habit of cooperative inquiry and independent learning. "Curriculum Standard" points out: "Let students communicate with others the process and result of thinking". In teaching, teachers should create situations, give students the opportunity to speak, let them boldly state their views and opinions in groups, and even argue with their classmates. For example, when learning the power of rational numbers, I created a question: "If the thickness of a piece of paper is 0. 1mm, what is the thickness after it is folded in half for 27 times?" ? Compared with the height of Mount Everest, which is higher? "The members of each group are enthusiastic, with origami, measurement, estimation and opinions! Finally, to sum up the opinions of the group, most people can't imagine that the total height of a piece of paper after being folded in half will exceed Mount Everest. At this time, the teacher began to introduce the new lesson "Power of Rational Numbers", and the students actively participated in the new lesson with great curiosity and thirst for knowledge. On the basis of self-study, discussion and practice, they effectively understood and mastered this knowledge, and finally solved the above problems themselves, and exchanged views and experiences within and between groups. Carry out experience exchange meetings, special training courses, school-based training and other ways to let teachers master the new classroom teaching mode. Demonstration and guidance, strong promotion. Organize open classes, seminars, demonstration classes and evaluation activities of efficient classroom teaching, guide teachers to reflect on classroom teaching, gradually form an efficient classroom teaching model, find problems in time, establish school-based research topics, explore effective strategies for building efficient classrooms, and vigorously promote efficient classrooms. When arranging lectures, the Academic Affairs Office should attend each teacher's class from three aspects: presentation, feedback and preview. Check and supervise the teaching process of all teachers and correct the problems in the work in time. Promote efficient classroom, do a good job in teaching research, write teaching papers, create a group of efficient classroom curriculum reform experts for our school, and lead our school to vigorously promote efficient classroom.

The third part: optimize the classroom teaching mode, build an efficient classroom, and let the mathematics classroom shine.

System guarantee, vigorously promote efficient classroom mode, scientifically group students, highlight group characteristics, create class characteristic culture, make cooperative inquiry and independent learning become the mainstream of the class, and fully implement the teacher's efficient classroom reward system. Formulate a study group evaluation system, and urge grade leaders and class teachers to implement rewards and punishments every week and month. Weekly and monthly, the guidance office judges the best teams and students, and vigorously publicizes them through blackboard newspapers, exhibition boards and other forms, and constantly updates them.

Formulate the teaching progress of each discipline, lead the team leaders and teachers of each discipline to formulate the "guidance plan and training plan" of each grade and discipline, ensure that the supervisor-audit-lesson preparation team leader-guidance office-in-charge principal checks at all levels, and implement the accountability system. If there is a problem at that level, the relevant responsibilities will be investigated.

The fourth part: Summarize experience, form a model, explore constantly, highlight characteristics, and make efficient classroom a guarantee to improve the quality of education.

(1) sum up experience. Summarize the successful experience of learning "efficient classroom" teaching mode in time, and exchange and promote it in the form of special lectures and seminars for teachers to learn from, give play to the leading role of backbone teachers and promote the improvement of all teachers. In the classroom, teachers mainly guide, correct, comment, dispel doubts, expand and summarize, and control the time within 35 minutes to create a "three-action" classroom: hands-on (exhibition stage), oral (communication stage) and brain (preview stage).

(2) Pioneering and innovating. On the basis of achieving phased results, the school timely summed up the problems existing in the teaching reform, further formulated and improved measures in combination with the actual situation, conducted in-depth research, and wrote efficient classroom phased report materials and teaching papers.

(3) reward advanced. The school held a phased achievement commendation meeting to commend and reward outstanding classes, lesson preparation groups and individual teachers in the teaching reform.

In short, "the road is long, Xiu Yuan, and I will go up and down." The exploration of efficient classroom has a long way to go, which requires the unremitting efforts of educators and the continuous exploration of front-line mathematics teachers in teaching practice.