The purpose of the new curriculum reform is to improve the quality of students in an all-round way through the implementation of the new curriculum plan, and pay attention to the rationality of the knowledge structure of the training object and the selectivity of students' learning; Pay attention to cultivating students' innovative consciousness and practical ability, and lay a solid foundation for students' lifelong learning. Teaching, especially classroom teaching, is the basic way to implement school education, so classroom teaching reform has become a topic of great concern in the new curriculum reform. However, as a rural school, the new teacher-student relationship has not been fully reflected in our classroom teaching, and the classroom democracy of teacher-student exchange, communication, inspiration and complementarity is still superficial in the face of uneven students, aging structure of teachers and the pressure of public schools to enter higher schools. Many problems, such as single teaching method, students' passive learning and suppressed personality, have not been fundamentally and effectively cured, and passive receptive learning, rote learning and mechanical training are widespread. Faced with such a dilemma, we calmly thought, determined the consciousness of "leading scientific research", and put forward the solution strategy of "promoting teaching with topics and letting students teach topics". Therefore, the topic "Research on Strategies to Improve Classroom Teaching Efficiency" came into being.

2. The theoretical basis of this subject.

Teaching benefit is based on teaching objectives to measure the amount of teaching activities between teachers and students and students' learning gains in a certain period. However, due to intellectual and non-intellectual factors, students in a class have significant differences in acquiring knowledge and skills at the same time. In the teaching process, if the teacher only completes the teaching task through his own explanation, it will inevitably lead to the use of "injection" teaching method, and students are in a passive position. In the long run, students will gradually have a rebellious attitude towards teachers and dislike their teaching. If we realize that the fundamental reason for the development of things lies in the internal contradiction with things, then to solve this contradiction between teachers and students, teachers must try their best to make them have a strong interest in what they have learned, take the initiative to enter the role, carry out positive thinking activities, thus exposing the teaching thinking process, and even discovering, understanding, mastering and applying knowledge. Therefore, people pay more and more attention to the study of teaching strategies aimed at improving teaching efficiency. If the first two links of teaching design, that is, determining teaching objectives and understanding students' initial characteristics, are regarded as doctors explaining pathology and diagnosing illness, then the choice and formulation of teaching strategies is the right medicine. In this sense, teaching strategy is the central link in the process of teaching design.

3. Significance and value of research.

Today, with the implementation of quality education, it is necessary to reduce students' excessive academic burden and improve teaching quality. This forces us to work hard in the classroom, which is the basic organization of school education and teaching activities, the main place for teachers to carry out teaching activities and the supporting space for students to learn. Under the background of "new curriculum", how much development space our classroom can provide for students and how much development possibility we can get in the classroom is a problem worthy of every educator's attention. How much useful knowledge and skills do students really learn in class? Whether a 40-minute class can make teachers and students develop in line with 40 minutes, people put forward the concept of "improving classroom teaching efficiency". In order to enable students to acquire as much knowledge and ability as possible in the classroom, how to improve the effectiveness of teachers' teaching, how to improve students' ability of cooperation, communication, inquiry and operation, how to improve the practicality of practice, how to fill 40 minutes with efficient teaching and learning activities, and how to improve each student's teaching.

Second, research objects and methods.

1. Subjects: All the students in Lilin No.1 Middle School.

2. Research methods:

(1) survey method. This paper investigates and analyzes the effectiveness of classroom teaching in experimental classes.

(2) Action research method. Classroom-based research is of practical significance, so practical research based on classroom and lesson examples is the main method of research.

(3) Case analysis. Record classic cases and classroom teaching cases in teaching research, and conduct research and analysis.

(4) Experience summary method. Through continuous reflection and summary, we can get meaningful experience from practice, and apply and popularize it.

Iii. Research objectives, contents or main steps

(A) Research objectives

1. What factors lead to low efficiency in classroom teaching? This paper makes a rational analysis of this.

2. What strategies should teachers take to improve the effectiveness of classroom teaching?

3. In the process of classroom teaching evaluation, what evaluation methods and techniques are used to promote students' further learning and development.

(2) Research content

Based on my personal classroom teaching practice, the topic of "Strategies for Improving Classroom Teaching Efficiency" is studied from the following aspects:

1, study the factors that affect the low efficiency of the classroom. Questionnaires and interviews were conducted among students. Each teacher reflects and rationally analyzes his own classroom, understands students' study habits, understands students' confusion in the classroom, and then reflects on the problems existing in his own classroom teaching to find out the factors that affect classroom inefficiency.

2. Study strategies to improve classroom efficiency. According to different classroom types and different student types, design and summarize classroom teaching modes and strategies that meet the development needs of most people as much as possible. For example, in math class, students master different knowledge and skills, such as concept, calculation, problem solving, spatial graphic transformation and some basic skills of cooperation and research. How to make most students master a set of effective methods to learn all kinds of knowledge and skills, and at the same time master the necessary ability for further study in the future is the fundamental problem that needs attention in the teaching process.

3. Only by forming an inspiring, inspiring and lasting evaluation strategy can students' lasting interest in learning be maintained. Appropriate evaluation can effectively stimulate students' enthusiasm for learning, which is also one of the effective ways to promote students' long-term effective learning.

(3) Research steps

1, and began the preparatory stage (June 2008-February 2008) to collect and sort out the research-related materials and theoretical support. Write and demonstrate the project research plan, set up a research group, formulate a plan, and organize the members of the research group to carry out relevant research; Construct research system and improve evaluation criteria.

2. The stage of formulating and testing the action plan (65438+2009 10-July 2009)

Questionnaires were conducted among students to find out the reasons for students' inefficiency in class, students' study habits and teachers' doubts in class, and an analysis report was formed. On this basis, a systematic theoretical conception is formed and a specific research plan is formulated. According to the characteristics of their own disciplines and students' reality, the members of the research group carefully reviewed and reflected on their own classrooms and formed a rational analysis.

3. Completion of the formation stage (August 2009 -2065 438+00): The members of the research group summed up their own class practice, made a good case analysis, and the research group conducted timely and continuous discussion and experience summary, conducted stage demonstration, and wrote stage experimental report and mid-term evaluation.

On the basis of practice, constantly summarize, reflect and improve, complete the project conclusion report, write project papers and sort out all kinds of materials, and ask relevant experts to identify them.

Fourthly, the implementation process of the research.

The first stage: investigation and analysis, find out the factors that affect the inefficiency of the classroom.

In view of the low efficiency of classroom teaching in our school in recent years, the teaching effect is not very good, and some students are tired of learning, we first conduct a questionnaire survey to fundamentally understand the reasons for the low efficiency of classroom teaching. We investigate students' study habits, study methods, students' attitudes towards teachers, teachers' teaching methods, teachers' teaching skills and work attitudes, and form an analysis report. According to the characteristics of their own disciplines and the students' reality, the members of the research group have carefully reviewed and reflected on their own classrooms, formed a rational analysis, and obtained the factors that affect the inefficiency of the classroom.

First of all, students' autonomous learning habits have not been developed. In the process of classroom teaching, students don't develop good study habits, can't study independently, don't know how to preview before class, can't take notes consciously in class, can't organically integrate what they learned that day after class, and can't review in time. Sometimes homework can't be done independently. What's more, some students cope by copying their homework. With a teacher at school, you are free to go home. Some parents don't ask questions, don't do homework at all, lack interest in learning, and the learning effect is particularly poor.

Secondly, there is no scientific learning method. Looking back at the reality of rural classroom teaching, the old teaching model has been used for many years. The teacher speaks and the students listen. The teacher writes on the blackboard, the students copy, the teacher speaks and the students watch. The teacher is eloquent and the students are at a loss. Students can't actively participate in the classroom, let alone actively master the generation, formation and application process of knowledge. Swallow dates, have little knowledge and memorize them by rote. You can't integrate theory with practice and apply what you have learned. Therefore, students' listening, speaking, reading, writing, hands-on practice, problem analysis and problem solving skills are low. Classroom efficiency is not ideal.

Third, teachers' teaching concepts are backward. With the continuous development of society, the old teaching model can no longer adapt to today's classroom. Although the slogan of quality education has been shouted for many years, it has long been proposed to develop students' comprehensive quality in an all-round way, and the new round of curriculum reform has also put forward very specific requirements. There have been new reforms in classrooms, textbooks, teaching methods and learning methods. However, because our teachers have no real understanding of quality education, lack a thorough understanding of classroom standards, pay no attention to learning education and teaching theories, pay no attention to new education information, and learn advanced education and teaching experience with an open mind. Therefore, a considerable number of teachers must be rigid in thinking, stubborn in understanding and backward in concept, and have not really innovated the classroom and implemented the curriculum reform in classroom teaching practice.

Fourth, teachers' teaching methods are outdated. Because some teachers do not pay attention to learning and mastering new teaching methods, and lack analysis and mastery of teaching materials, students and classrooms, they are not clear about the basic situation and cognitive level of students. Students can not be guided and organized organically in class, and there is a lack of thorough analysis and integration of teaching materials. Not teaching with textbooks, but teaching textbooks. The ability to control the classroom is low. In classroom teaching, students are always regarded as machines. Temporary cramming, full house irrigation; The classroom learning atmosphere is low, the discipline is slack, students are chaotic and free, and the completion of classroom teaching tasks can not be guaranteed. Furthermore, we can't master the advanced teaching methods, and because of the lack of teaching reform and innovation, we stick to the old ways. For more than a decade or even decades, it has always been a piece of chalk and a book. Especially for the important plots and abstract fragments in the teaching materials, advanced teaching methods are not used, and they are used in the classroom through courseware and media. Let the students interact, but sing a monologue by yourself. In class, the teacher monopolizes the podium, dancing and talking with Kan Kan. The teacher is exhausted, the students sound dazed, depressed and sleepy, and the classroom effect can be imagined.

The second stage: actively explore, organize and implement, and improve classroom efficiency.

First, actively organize students to master scientific learning methods and form good study habits. Improve classroom efficiency.

In daily education and teaching, we deeply feel that to really improve teachers' teaching efficiency and students' learning efficiency, we must guide students to master scientific learning methods and form good study habits. To this end, we have done the following work: First, let students solve three problems in each class, that is, "what to learn, how to learn, and to what extent". 1, "learn what"? In the past two years, our school has implemented the new curriculum reform and given lectures to students. In the speech, we designed a study plan for each class. The study plan clearly makes students understand what knowledge I want to master in this class, what is the goal of this class, what is the focus, and what problems I mainly solve in this class, so that students can learn knowledge at a glance. 2. After understanding "what to learn", it is a question of "how to learn"? We also suggest that there is a learning method in this class, but if we really want to apply the learning method to the learning of knowledge, we need the guidance and guidance of teachers. For example, how to summarize and compare knowledge and how to transfer knowledge points in this class requires scientific and step-by-step guidance, so that students can establish and create a set of effective learning methods and gradually form good study habits. 3. "To what extent" is to guide students to reflect effectively. After each class, we guide students to think about what knowledge we have mastered in this class, to what extent, and what learning methods we have used in our study. What knowledge have you not mastered? What should you do next? Our teachers often guide students to think like this and make it a good habit in learning. This habit plays an important role in consolidating and expanding knowledge.

For mastering learning methods, we usually give students lectures on learning methods, and experienced teachers systematically introduce certain learning methods to students and teach them to integrate learning methods into the study of various knowledge. We also use the saying that top students at school will appear. For example, we use the afternoon activity class to let the first student in class one go to class two, tell the students in class two about their learning methods, let the first student in class two go to class three, tell the students in class three about their learning methods, and so on. Next week, let the second student in each class appear. This activity has been going on for some time, and we feel that the effect is still very good, all for exercise.

It is not a day's work to cultivate study habits. To this end, our teacher first helps students to gradually overcome bad study habits, and then on this basis helps students to start from a little bit, such as preview before class, preview before class, review after class, be diligent in thinking, be good at questioning, finish homework on time, and make study plans. None of these behaviors seem to be a big deal, but after students can really do it, we find that its role can not be underestimated and it has a great effect on improving classroom efficiency.

Second, the classroom is taught at different levels, teaching students in accordance with their aptitude, so that students at different levels are full of learning fun and improve classroom efficiency.

After students enter junior high school, there are obviously three levels: good, medium and poor due to the increase of subjects and the differences of students' own abilities. In order to improve classroom efficiency and promote the development of students' abilities at all levels, we set different levels of requirements, conduct different levels of teaching, give different levels of counseling and organize different levels of tests according to the requirements of the new curriculum standards, so that all kinds of students are interested.

In classroom teaching, on the one hand, the teachers of our research group strengthen the awareness of goals, announce the learning goals at all levels before class, and check whether they meet the standards after class. On the other hand, grasp the strategy of questioning in class, so that all kinds of students have the opportunity to output information. Usually, students are asked questions when teaching knowledge, and their imperfections in understanding are used to launch questions and conduct knowledge research; Give play to the role of eugenics when breaking through important and difficult points or summarizing knowledge, and inspire all students to understand deeply; When consolidating exercises, check the understanding of poor students, check the missing parts in time, and help them further understand knowledge. This can better solve the contradiction between the unity of teaching materials and the differences of students' personalities, so that students can get their own benefits.

We design students' homework and extracurricular tutoring in different levels, but in fact, all kinds of materials in the textbook are divided into different levels. Basic knowledge, consolidation and improvement, expansion and extension can just meet the needs of students at different levels. The exercises we give students every day are also divided into three categories: A, B and C.

In order to promote the development of students at all levels, the teachers of our research group hold sincere love and equal respect, establish a good relationship between teachers and students, give more praise and evaluation to students with learning difficulties and strong inferiority complex, find their bright spots, affirm their little progress in time, let them see hope and gradually eliminate inferiority complex; For students with average grades, take incentive evaluation, not only point out the shortcomings, but also point out the direction of efforts, so as to make them unwilling to lag behind and be positive; For students with good grades and strong self-confidence, we should adopt competitive evaluation, adhere to high standards and strict requirements, and make them more rigorous, modest and diligent. Practice has proved that the effect of stratified teaching is obvious. In the past two years, many students have won prizes in various composition competitions and mathematical and physical competitions organized by the Municipal Education Commission. Because of paying attention to cultivating the interest of students with poor ability, the requirements for knowledge have been reduced, students' weariness of learning has been reduced, and no students have dropped out of school.

Third, the same class is heterogeneous, and classroom tempering improves teachers' classroom skills. So as to improve classroom efficiency.

For more than two years, combined with the reality of students, textbooks, teachers and classroom teaching, especially the members of the research group, a lot of work has been done in research and teaching practice. Through the review and reflection of teachers' previous classroom teaching, the students are investigated, especially the students' autonomous learning habits, scientific learning methods, teachers' educational and teaching concepts, teaching methods and means are rationally analyzed, and the main reasons affecting classroom inefficiency are accurately found out.

First of all, personal research: mainly through writing teaching reflection, timely reflect on your own teaching links such as preparing lessons, attending classes and tutoring, and rationally analyze your gains and losses in each link; Write educational essays and record the wonderful fragments or mistakes of yourself or others in the teaching process in order to further improve and supplement them; Write case analysis, record typical classroom teaching cases, and accumulate scientific teaching methods and classroom organization strategies; Writing stage summary is mainly aimed at what problems individuals have solved in each stage and classroom teaching, and what problems need to be solved collectively, that is, taking stock regularly to promote personal improvement.

Secondly, carry out special research: study how to guide students to preview, and the teachers of the preparation group work together to compile the preview outline and study plan of each class to guide students to study independently; Study how to organize students' conscious participation and cooperation in class. Through the research, it is concluded that every teacher should skillfully create problem situations in the classroom, build platforms and display opportunities for students at different levels, so that every student is interested in your class, especially to guide students with good foundation in time, help students with poor foundation, guide students to cooperate in groups and teach soldiers, thus improving the overall level of students; This paper studies how to guide students to master scientific learning methods. In order to improve the efficiency of classroom learning, members of the research group introduced learning methods to students of different disciplines, such as: how to read mathematical materials? How to take study notes? What are the methods of preview? How to remember ... and so on.

Secondly, the same class is heterogeneous: mainly through collective lesson preparation and public lectures and evaluation. The way of collective lesson preparation is: in the usual lesson preparation, we ask each teacher to prepare lessons by himself, consult all kinds of materials, write his own teaching design, and then prepare lessons collectively. At the collective lesson preparation meeting, let all teachers state their teaching ideas for this class, let everyone listen to the class evaluation and discussion, discuss the optimal teaching design for this class, and formulate a more scientific teaching plan, so that different teachers in the classmates can prepare lessons with ideas, methods and means. The way of public hearing and evaluation is to hold a heterogeneous teaching contest in the same class in the form of an open class every semester, requiring each teacher to participate in an open class every semester. In this activity, we should prepare lessons seriously and actively, try our best to give you a high-quality open class, so that all teachers in the class must listen carefully and evaluate the class as a teaching activity of mutual learning and improvement. In this activity, we require leaders to participate, judges to set awards and experts to guide in time, so that each teacher's teaching methods can be refined and further tempered, thus improving classroom efficiency.

Fourth, organize learning and advanced classroom experience, cooperate with the new curriculum reform, implement new classrooms, form a certain teaching model, and improve classroom efficiency.

During the research, the members of our research group have never relaxed their study of education and teaching concepts and methods, constantly enriched themselves and further improved their theoretical level. First of all, learn and draw lessons from relevant education and teaching theories, so that teachers' ideas can be further updated and their education and teaching ideas can be further liberated; Learn advanced teaching techniques to further optimize and improve classroom teaching methods; Learn scientific and effective teaching methods to make teachers' teaching flexible and colorful; Draw lessons from the successful experience of famous schools, make classroom teaching organically organized, and further stimulate students' interest in learning. Second, study abroad. In order to improve classroom efficiency and obtain real classics, members of our research group visited and studied in advanced schools in Jishui No.1 Middle School and Liu Cheng No.1 Middle School for many times. Over the past two years, they have visited Dulangkou Middle School, Yang Si Middle School, Xu Heng Middle School, Wei Yong Middle School, Weifang Middle School and other places to learn their advanced practices in teaching management, teaching methods, classroom organization and teaching evaluation. Through more than two years' joint efforts, our school, especially the research group, has initially formed the teaching mode of "four preparations, three studies and five links", and basically mastered the classroom teaching strategies of hierarchical teaching, multiple evaluation, hands-on practice and official teaching and military teaching, and the classroom teaching efficiency has been significantly improved.

The teaching mode of "four preparations, three studies and five links" in our school: "four preparations" refers to "teachers' preparation, students' preparation, teachers' preparation and teachers' supplementary preparation", and "three studies" refers to "teachers' mutual learning, students' self-study and teachers' * * * learning". The teaching mode is divided into four steps:

The first step is for the teacher to prepare. For each class, students' teachers determine the important and difficult points of this class through collective discussion, formulate learning objectives, study learning methods, find appropriate solutions, and overcome doubts and difficulties in the content of the textbook. The second step is for students to bring their own. On the day before the new lesson, the teacher gave a lecture to the students, and the students used the evening self-study according to the tips of the lecture, asking the students to write down the problems encountered in the process of self-study in the lecture. The third step is to prepare teachers and students. This step is completed in class, which is the most critical and important part. We have changed the traditional mode of teacher's classroom teaching, and instead, teachers and students collectively revise and study together according to the contents of textbooks. The fourth step, the teacher makes up. The class is over, but the lesson preparation is not over yet. Teachers reflect in time after class, summarize and sort out the new situations in class, and record them in the design draft to supplement the problems that were not thought of when preparing lessons before class. This practice is actually to accumulate experience for preparing lessons in the future, so that teachers can constantly update their awareness of curriculum reform and pursue higher classroom efficiency.

The collective lesson preparation mode implemented by our school, which consists of teachers, students, teachers and students, breaks the traditional practice that lesson preparation can only be carried out by teachers, realizes that students become the masters of lesson preparation, and embodies the students' dominant position in the classroom to a greater extent, and has received good results. On June 5438+065438+ 10, 2009, Teacher Yan participated in the junior middle school English teaching seminar in the whole province on behalf of our city, and showed the classroom teaching mode of "four preparations and three studies" in our school at the meeting, which was well received by the participating experts and teachers. 20 10 next semester, Mr. Hu, the research group of our school, won the second prize of the municipal engineering excellent course in the engineering excellent course competition held by the municipal education department.

Fifth, use modern teaching methods to enrich teaching forms and improve classroom efficiency.

In order to improve classroom efficiency, we must stimulate students' interest in learning. In addition to improving teachers' teaching quality, teaching methods must be modernized and teaching forms must be diversified. To this end, our school requires teachers to participate in multimedia courseware training, be good at learning, make courseware and use network resources. Every summer vacation, our school arranges teachers to participate in courseware training, distance training and modern educational technology ability training of the Municipal Education Commission to improve teaching methods. During the winter semester of 2009, our school also organized the "Multimedia into Classroom Quality Class Competition", which can be said to greatly improve the enthusiasm of teachers to learn advanced teaching methods. In physical chemistry class, we ask teachers to do experiments for students, and teachers are not allowed to be lazy. We must pay attention to cultivating students' practical ability, and we can also change some demonstration experiments into student experiments to maximize students' interest. In geography and biology classes, we ask teachers to go out of the classroom and engage in some extracurricular practical activities; In Chinese and math classes, we ask teachers to be active in class, not to do one-man show, to make students move and to actively participate in classroom activities; In English class, teachers take various activities such as giving speeches two minutes before class, which can be said to stimulate students' interest and improve classroom efficiency.

The third lesson: sum up experience in time and form strategies.

The research of the subject can not only stay at the practical level, but also form effective operational strategies, thus improving the research level and expanding the practical value of the research. On the basis of practice, the members of our research group meditated, recorded the gains and losses in time, made necessary classification and weighing, considered what to do when re-teaching this part, and wrote "re-teaching design" to make full use of strengths and avoid weaknesses, strive for perfection, raise their teaching level to a new level, and form certain teaching strategies. After nearly two years of project practice, members of our research group have completed the stage summary, research report and related papers of the project.

Analysis of the research results of verbs (abbreviation of verb).

(A) to improve the efficiency of classroom teaching, teachers should make the following preparations.

1. Clarify the purpose and task of classroom teaching, highlight key points and resolve difficulties.

Classroom teaching goal is the primary component of classroom teaching activities, the basis for determining the content of teaching activities and selecting teaching methods, and the expected result of classroom teaching activities. At the same time, in classroom teaching, we should highlight key points and resolve difficulties. Every class should have a key point, and the teaching of the whole class is gradually carried out around this key point. In order to make students clear about the key points and difficulties of this class, teachers can briefly present these contents in different ways at the beginning of the class to attract students' attention. The key content of the lecture is the climax of the whole class. Teachers should stimulate students' brains by changing audio, images, gestures, blackboard writing, application models, projectors and other visual AIDS, so that students are in a positive and excited state, so that what they have learned will leave a strong impression on their brains, stimulate students' interest in learning and make them willing to accept new knowledge.

2, according to the specific content of classroom teaching, choose the appropriate teaching methods.

Each class has its own teaching tasks and objectives. Teachers can use teaching methods flexibly with the changes of teaching content, teaching objects and teaching equipment. There are many methods of mathematics teaching. For new teaching, we often use teaching methods to impart new knowledge to students. Sometimes, in a class, multiple teaching methods should be used at the same time. As the saying goes, "There is no fixed method in teaching, but the proper method is the most important thing". As long as it can stimulate students' interest in learning and improve their enthusiasm for learning, it will help to cultivate students' thinking ability and help them master and use what they have learned. This is a good teaching method.

3. Carefully design examples, do more typical exercises and give students more time to practice.

In classroom teaching, it is particularly important to inspire students to master learning rules, master problem-solving methods and summarize knowledge structure. Therefore, the selection and teaching of examples is an important part of classroom teaching. In classroom teaching, examples can connect the preceding with the following, introduce new concepts and deepen the understanding of concepts, formulas, laws and theorems. It can also enlighten students' thinking, cultivate students' ability and develop their intelligence. Counterexamples can also prove false propositions and reveal the root of errors. Therefore, give full play to the role of examples in textbooks, appropriately increase or decrease or adapt examples in textbooks, pay attention to cultivating students' innovative consciousness, enable students to grasp the initiative of learning, stimulate their desire for knowledge, and improve classroom teaching efficiency. Teachers should carefully select examples and pay attention to the quality of examples according to the requirements of classroom teaching content. The key is to let students participate in the explanation of examples, instead of being contracted by the teacher alone and becoming a temple for one person.

4. There should be appropriate classroom questions.

Classroom questioning is a catalyst to stimulate students' enthusiasm for learning. In this regard, teachers should carefully design questions according to students' different psychological characteristics and learning conditions. Let poor students answer easy questions, let good students answer difficult questions, and mobilize good, medium and poor students. Many countermeasures and suggestions can be put forward when asking questions in math class, such as: (1) analysis of each example.