Question 1: What is efficient classroom teaching? An efficient classroom is a classroom that obtains maximum learning benefits with minimal investment in teaching and learning. Its basic characteristics are "autonomous construction, interactive stimulation, efficient generation, and pleasure and enjoyment" ". To measure classroom efficiency, we first look at students’ knowledge mastery, ability growth, and changes in emotions, attitudes, and values; second, we look at how the teaching effect is achieved through investment, and whether we achieve teaching less and more learning; third, we look at whether teachers and students have experienced a period of A pleasurable communication process that stimulates both sides. Four Dimensions of an Effective Classroom Classroom teaching should not be standardized, but teaching should be strategic. In the author's opinion, efficient classrooms must follow one principle and highlight four dimensions. One principle is the principle of “students thinking first”. It is normal for students to think first. We do not rule out using teacher guidance first when necessary. Students’ thinking first is consistent with the teaching concept of “autonomy, inquiry, and cooperation” proposed by the new curriculum. How to ensure that students think first? We should encourage students to preview beforehand and teach on the basis of students' preview. This is the first step to an efficient classroom. Teachers use the results of students' preview in class, which is the second step to create an efficient classroom. It can be summed up in eight words: "solving doubts, strengthening, summarizing, and summarizing", which are also the four dimensions of an efficient classroom. Solve doubts. Teachers must understand that students’ preview is to help teachers “find confusion” and solving students’ confusions is a teacher’s basic skill and the basis for an efficient classroom. strengthen. Students may understand the knowledge through independent learning, but they do not understand the key points of the knowledge. Even if they know the key points, they may not be able to master them. Reinforcement in the classroom is imperative. Strengthening is not mechanical repetition, but should highlight pertinence and focus, and reflect changing thinking. There are various forms of reinforcement, such as classroom exercises, cooperative discussions, key explanations, etc. Generalization. To summarize is to simplify. Simplified things can often highlight the core, and the core is ability. There are many forms of summary, such as topic words, a sentence, a picture, etc. A classroom without generalization is hardly an efficient classroom. Summarize. Different from summary, summary reflects the systematic, logical and hierarchical nature of knowledge. Therefore, summaries are mostly used for one knowledge unit, and section summaries are mostly used for each lesson. A lesson may not have a summary, but it must have a summary. A knowledge unit must have a summary to help students complete the process of "from thick to thin". In fact, solving doubts and strengthening are primary tasks for teachers, while summarizing and summarizing are advanced tasks for teachers. The process of summarizing and summarizing is the process of helping students construct knowledge. In addition, only by establishing teacher-student interaction throughout the teaching process can an efficient classroom be truly realized. The basic elements of an efficient classroom are 1. Proper teaching design. Accurately interpret the teaching materials and students, and process and refine the teaching materials and teaching resources on the basis of grasping the academic situation to form a teaching design with clear goals, prominent focuses, clear context, flexible methods, and learning method guidance that is in line with the actual students. 2. The teaching is concise and efficient. Able to grasp the main line of knowledge, achieve clear hierarchy, clear thinking, highlighted key points, appropriate teaching and training, and tight organization. Achieve three intensive lectures - intensive lectures on core issues, intensive lectures on ideas and methods, and intensive lectures on doubtful and difficult points; three no-talks - students will not lecture based on the content they have mastered, will not lecture on things that they can't understand even if they are taught, and will not be able to understand even if they don't lecture. Don't talk about it. Achieve intensive lectures, interactions, and communication with the media (including student reading, exercises, etc.) to be carried out organically, and strive to maximize the effectiveness of every minute of classroom teaching. 3. The main role is played. Strengthen the guidance of study methods, strive to change students' learning methods, fully mobilize students' enthusiasm and active participation, give full play to students' main role in teaching, so that students can learn in motivation, encouragement and autonomy, master knowledge and skills, and cultivate innovation ability and practice ability. 4. Implement hierarchical teaching. According to differences in students' personalities, cognitive abilities, thinking types, etc., we implement layered design, layered teaching, layered guidance, and layered training, so that every student can fully and maximize development on the original basis. 5. The relationship between teachers and students is harmonious. There is pleasant emotional communication and intellectual exchange between teachers and students, and the classroom is full of joy, smiles, relaxation, harmony, cooperation and interaction. Teachers and students have established a teacher-student relationship that is clear, equal, respectful, warm, and understanding. Teachers’ approachability and teaching art have a positive impact on students. 6. Teaching objectives are achieved. Complete teaching tasks and achieve established teaching goals. The "two basics" are implemented, and the completion rate and accuracy of in-class exercises are good; students master basic learning methods and gain positive emotional experiences. 1, 2, 3, 4 of effective teaching For schools, the pursuit of effective teaching is an eternal theme. In order to implement the central position of teaching and maintain the effectiveness of teaching, I think we must adhere to "one...>>

Question 2: What is an efficient classroom? The basic process of an efficient classroom Including which teaching links are efficient is to obtain as much efficiency and benefit as possible in a relatively short time and with a relatively small investment.

First, the so-called efficient classroom must be where every student is. There is something to do in every time period. Under the new curriculum conditions, we emphasize that paying attention to every student is not a fashionable idea, but a necessity to ensure the efficiency of the classroom.

Second, the so-called efficient classroom is. In a specific class, students can achieve a state of accumulating knowledge, solving problems, optimizing methods, improving abilities, and learning efficiently.

Therefore, I believe that an efficient classroom is not only a classroom where students learn something, but also a classroom where the input and output are reasonable. In such a classroom, students are happy to learn: not only master the knowledge, but also increase their abilities; teachers are happy to teach: no longer shouting at the top of their lungs, but teachers and students interact, give timely guidance, and speak less and more.

The quality of classroom teaching should depend on the achievement of course objectives. That is, the more students benefit from the cultivation of knowledge and skills, processes and methods, attitudes, emotions and values, the better the quality of classroom teaching. The higher, the better the effect. In view of this, my understanding is:

First of all, efficient classroom is a teaching ideal, that is, teachers should start from the development needs of students and start from the teaching characteristics and rules of the subject. , strive to teach every class well so that students can get more from middle school. As for what methods and means to use, we need teachers to fully use their educational wisdom and carry out their work creatively. Efficient classrooms can only be higher, but never the highest. Although there are methods for classroom teaching, there is never a fixed method. This is the way for teachers to develop and is the charm of teaching and scientific research.

Secondly, efficient classroom is an educational responsibility. That is to say, we are required to cultivate, develop and achieve people with high quality and high standards mainly through classroom teaching. The efficiency of an efficient classroom should not be measured by how well teachers teach, but by what students learn and how well they learn. In this sense, whether classroom teaching is efficient or not must be reflected and evaluated from two levels: efficiency and effectiveness. Efficiency refers to the extent to which students benefit per unit time, which is mainly reflected in students' overall development level and extracurricular academic burden; effectiveness refers to the depth of the impact of education and teaching on students, including intellectual development and the cultivation of non-intellectual factors, mainly reflected in The development of students’ basic qualities such as interest in learning, learning habits, learning ability, and learning perseverance. Therefore, an efficient classroom should strive to achieve the purpose of cultivating people at a high level through classroom teaching activities. An efficient classroom should be an effective combination of high teaching efficiency and high effectiveness.

3. Evaluation criteria for efficient classrooms:

Guided by the teaching concept of students’ lifelong development; guided by standardized and specific teaching goals; based on solid teaching content as the carrier; Diverse learning methods are the intermediary; it is based on a positive classroom atmosphere; and it is guaranteed by scientific teaching organization.

An efficient classroom demonstrates six forces: vigorous vitality; continuous inner motivation; moderate mental tension; strong teamwork; outstanding charm of success; and long-term development potential.

4. Effective classroom performance for students: it is a classroom where students take the initiative to learn and think positively, a classroom where students learn fully autonomously, a classroom where teachers and students interact, students and students interact, and a classroom where students actively realize what they have learned Sensemaking classroom.

Evaluation of teachers’ teaching level in efficient classrooms: 1. High-level teachers ask for quality in the classroom, while low-level teachers ask for quantity after class. 2. High-level teachers focus on teaching methods, while low-level teachers focus on imparting knowledge. 3. High-level teachers pay attention to overall construction, while low-level teachers pay attention to details.

1. Combining goal-oriented evaluation with subject-oriented evaluation 2. Combining the use of teacher-student interactive evaluation with the effectiveness of classroom teaching. 3. The combination of relative stability and continuous generation of evaluation standards. 4. Pay attention to teaching reflection

Everything will be done in advance, and failure in advance will lead to failure. To have a successful class, you must first have sufficient lesson preparation, and form a lesson plan for the lesson preparation process, clarify the teaching objectives, teaching tasks, key points and difficulties, so as to carry out targeted explanations.

Change the previous form of classroom teaching, give the subject to students, and let students act as the protagonists of classroom learning activities. Teachers play a leading role. Students carry out active learning activities under the guidance of teachers. Teachers Provide necessary inspiration and guidance at critical moments when students need to clarify their doubts. In short, it is necessary to maintain the interaction between teachers and students in the classroom.

Three points of teaching, seven points of management. Effective classroom management is the key to successful teaching. Teachers must first establish the necessary prestige, and at the same time formulate corresponding classroom codes of conduct to restrict students' classroom behavior. Good classroom management helps create a good teaching environment and learning environment, which facilitates teachers to carry out effective group...>>

Question 3: What is an "efficient classroom" Basic The description is: achieve the best possible teaching effect with the least possible investment of time, energy and material resources. Classroom teaching efficiency contains at least the following three elements, namely: teaching time, teaching workload, and teaching effect. Efficient classrooms are generally reflected in the following five aspects: teaching objectives; teaching activities; teaching ability; teaching feedback; and teaching organization and management. Knowledge and skills, processes and methods, emotions, attitudes and values ??(three dimensions); valuable, reflecting high expectations; very clear, specific and operable; consistent with the three emotions - learning, teaching and examination. The basic model is 135; it is divided into three links: preview guidance + cooperation and exchange + standard assessment. In a 45-minute class, the teacher takes no more than 10 minutes, including introducing new lessons, assigning tasks, solving problems, summarizing improvements, and organizing assessments. Students should spend no less than 30 minutes on independent learning in class.

The form of cooperation advocated by the efficient classroom is to use groups as units to achieve autonomy, cooperation and inquiry in the new curriculum reform in the form of independent learning (self-study), paired learning (homogeneous pair cooperation), and "group learning" (group learning). 5 minutes is the time for assessment in class. The in-person standard assessment is different from the traditional test paper test or homework. Instead, it organizes "pair-by-two" tests between pairs through study groups. The form is flexible and diverse. It can use "small note" assessment in the classroom. It can also be as simple as a "verbal" assessment. The Six Meeting Habits for Learning Efficiency (1) Learn to preview and develop habits, and insist on previewing; Understand the teaching materials and focus on previewing; Master the steps and preview in layers; Use your brain and actively preview; Review the past and learn new things to facilitate previewing; Try to take notes and preview efficiently; Make reasonable arrangements , flexible preview. (2) Be able to listen to lectures: Be prepared to welcome lectures; be highly concentrated and listen to lectures attentively; grasp the key points and listen carefully; cooperate with many parties to listen to lectures efficiently; speak boldly and listen actively to lectures; differentiate between types and listen to lectures flexibly. (3) Ability to review: timely review to consolidate knowledge; systematic review to connect knowledge; intensive review to be targeted; special review to improve abilities; comprehensive review to improve comprehensively. (4) Know how to do homework: Master the steps and solve problems correctly; think quickly and standardize the format; do homework within a time limit to increase speed; correct mistakes and make up for the gaps; one question has multiple solutions and one question has many changes; pay attention to the summary and explore the rules. (5) Summary: comprehensively organize and weave into a web; check for omissions and fill in gaps to complete knowledge; organize special topics to deepen learning; classify exercises to explore patterns; summarize methods to improve efficiency. (6) Be able to memorize clear goals and remember with intention; master knowledge and understand and remember; accumulate experience and summarize memory; cultivate interests and actively remember; analyze contradictions and remember opposites; classify and summarize, systematically remember; look for similarities and differences, compare and remember; use graphics, Image memory; compilation of song formulas and fun memory. All aspects of efficient classroom The efficiency of education and teaching should not only include the content of classroom teaching but also the efficiency of all aspects of education and teaching, such as: efficient introduction, efficient demonstration, efficient inquiry, efficient courseware, efficient discussion, and efficient homework , efficient cooperation, efficient examinations, efficient feedback, efficient explanations, efficient summaries, efficient lesson preparation, efficient blackboard writing, and efficient corrections.