First, the "high efficiency" of history classroom teaching is first reflected in the scientific and effective preview of students.
To actively build an "efficient classroom", we must first make good preparations before class. As the first step of students' autonomous learning, preparation before class plays an important role in improving classroom teaching effect. Good preparation before class is half the success of classroom teaching. Preview before class is by no means to let students simply read textbooks. In the scientific sense, pre-class preparation is under the guidance of teachers, with students as the main body of learning, problem-oriented and based on counseling cases. Therefore, it is necessary to change the situation that the preview of history subjects in the past exists in name only, attach importance to teaching reform and promote preview in combination with the reality of high school history textbooks. Teachers should arrange preview thinking questions in advance, issue guidance programs, let students preview with these questions, and effectively improve the scientific and effective preview of students. In class, students are allowed to show their preview results around the pre-designed topics in the tutoring plan. Teachers can guide and guide students in time according to their different situations, and properly evaluate the preview effect of students, so that students can form good preview habits.
Second, the "high efficiency" of history classroom teaching is reflected in the design level of the counseling plan.
The writing level of teachers' lesson plans plays a vital role in guiding students' autonomous learning. The lesson plans compiled by history teachers should be scientific: "guide preview", "guide thinking" and "guide application"
"Guide preview" is the function of "preparation before class" module. The counseling plan should be sent to students in advance, and the students' preview goals and tasks should be clearly defined. The design of the preview questions should cover the knowledge required by the curriculum standards. This part is mainly completed by students' autonomous learning, and the difficulty should be moderate.
"Guiding thinking" is the problem of guiding the design of the teaching plan, which should guide students to think deeply. In particular, we should carefully design topics for the difficult knowledge in textbooks. Material analysis questions and question-and-answer questions are common questions. Through the design of these questions, students are guided to master the basic knowledge of history, break through the difficult problems in textbooks and form a complete knowledge system.
"Learning guidance application" is the application of textbook test site knowledge. Apply what you have learned, which is the function of "knowledge expansion" and "classroom detection" modules. Consolidating textbook knowledge through practice, making knowledge orderly, highlighting key points and breaking through difficulties are the main tasks of students' learning, and also the embodiment of classroom teaching efficiency and achievements.
Third, the "high efficiency" of history classroom teaching is reflected in the leading role of teachers, especially in the level of guidance.
The leading role of teachers directly affects the "efficiency" of history classroom teaching. Therefore, teachers must completely change their ideas, respect and trust students, create a stage of equality between teachers and students, and effectively let students "move", which is a necessary concept for implementing efficient classrooms.
Secondly, teachers should set certain situations or conditions in the teaching process, so that students can have a deeper understanding of history, at the same time, improve students' curiosity, guide and inspire students to master knowledge, and cultivate and improve students' ability to analyze and solve historical problems. Teachers can guide students to arrange sitcoms to restore history, or design scientific, exploratory and progressive questions to stimulate students' enthusiasm for inquiry.
Third, teachers should prompt that they should be "just right" and "just right". This kind of guidance should be accurate, meet the requirements of efficient classroom, play the role of guiding students' thinking and helping students solve problems, so as to improve students' ability.