Question 1: What is efficient classroom teaching? Efficient classroom is a classroom that obtains the maximum learning benefit with the minimum investment in teaching and learning. Its basic characteristics are "self-construction, interactive stimulation, efficient generation and pleasure". Measure the efficiency of the classroom, and see the students' mastery of knowledge, the growth of ability and the changes of mood, attitude and values; Second, look at how the teaching effect is obtained through investment, and whether it is achieved by teaching less and learning more; Third, see if teachers and students have experienced a pleasant communication process of two-way stimulation. The four dimensions of efficient classroom teaching should not be modeled, but teaching should be strategic. In my opinion, efficient classroom should follow one principle and highlight four dimensions. A principle, that is, the principle of "students' thinking first". Students' thinking is normal at first, and we don't rule out taking the guidance of teachers when necessary. Students' thinking first is consistent with the teaching concept of "independence, inquiry and cooperation" proposed in the new curriculum. How to ensure that students think first? It is the first step to encourage students to preview first and teach on the basis of students' preview. Teachers use the results of students' preview to attend classes, which is the second step to create an efficient classroom. It can be summarized in eight words: "dispelling doubts, strengthening, summarizing and summarizing", which are also the four dimensions of efficient classroom. Solve doubts. Teachers must be clear that students' preview is to help teachers "find doubts", and solving doubts for students is the basic skill of teachers and the basic foothold of efficient classroom. Strengthen. Students may understand knowledge after autonomous learning, but they don't understand the key points of knowledge, and even if they know the key points, they may not master them. The urgent task is to strengthen them in the classroom. Strengthening is not a mechanical repetition, but it should highlight pertinence and focus and reflect changing thinking. There are various forms of reinforcement, such as classroom exercises, cooperative discussions, key explanations and so on. Generalization. Generalization is simplification, and simplified things can often highlight the core, and the core is ability. There are many forms of generalization, such as keywords, a sentence, a picture and so on. A classroom without generalization ability can hardly be called an efficient classroom. To sum it up. Different from generalization, generalization embodies the systematicness, logic and hierarchy of knowledge. Therefore, the summary is mostly used in one knowledge unit, and the section summary is mostly used in each class. There can be no summary in a class, but there must be a summary. A knowledge unit must have a summary to help students complete the process from coarse to fine. In fact, dispelling doubts and strengthening are teachers' primary labor, while generalizing and summarizing are teachers' senior labor. The process of induction and summary is the process of helping students build knowledge. In addition, only by establishing teacher-student interaction in the whole teaching process can an efficient classroom truly realize the basic elements of an efficient classroom, namely 1 and accurate teaching design. Accurately interpret the teaching materials and students, process and refine the teaching materials and teaching resources on the basis of grasping the learning situation, and form a teaching design with clear objectives, prominent focus, clear context, flexible methods and practical guiding significance for students. 2. Teaching is efficient. Can grasp the main line of knowledge, be clear-headed, clear-headed, focused, moderate and well-organized in lectures. Do three things well ―― core issues, thinking methods, doubts and difficulties; Three don't talk-students don't talk about what they know, what they can't talk about, and what they can talk about. Make intensive reading speeches and interact with the media (including students' reading and practice, etc. ) organically, and strive to maximize the benefits of every minute of classroom teaching. 3. Give full play to the main role. Strengthen the guidance of learning methods, strive to change students' learning methods, fully mobilize students' enthusiasm and active participation, and give full play to students' main role in teaching, so that students can learn with encouragement, motivation and autonomy, master knowledge and skills, and cultivate students' innovative ability and practical ability. 4. Implement hierarchical teaching. According to the differences of students' personality, cognitive ability and thinking type, hierarchical design, hierarchical teaching, hierarchical guidance and hierarchical training are implemented, so that every student can get full and maximum development on the original basis. 5. Harmonious teacher-student relationship. There are pleasant emotional and intellectual exchanges between teachers and students, and the classroom is full of joy, smile, relaxation, harmony, cooperation and interaction. Teachers and students have established a relationship of understanding, equality, respect, warmth and understanding. Teachers' affinity and teaching art have a positive influence on students. 6. The teaching goal has been achieved. Complete the teaching task and achieve the established teaching objectives. With the implementation of the "two basics", the completion rate and accuracy of classroom exercises are good; Students master basic learning methods and gain positive emotional experience. One, two, three and four 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 ... >"; & gt

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

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

Secondly, the so-called efficient classroom is to let students accumulate knowledge, solve problems, optimize methods, improve their ability and learn efficiently in a specific class.

Therefore, I believe that an efficient classroom is not only a classroom for students to learn things, but also a classroom with reasonable input and output. In such a classroom, students enjoy learning: they not only master knowledge, but also increase their ability; Teachers are happy to teach: don't scream at the top of your lungs, interact with teachers and students, prompt in time, and talk less.

The quality of classroom teaching should depend on the realization of curriculum objectives, that is, the more students benefit from the cultivation of knowledge and skills, processes and methods, attitudes, emotions and values, the higher the quality of classroom teaching, 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, from the teaching characteristics and laws of this subject, and strive to do a good job in each class so that students can learn more from it. As for the methods and means, we teachers need to give full play to their educational wisdom and work creatively. Efficient classroom is only higher, not the highest. Although there are rules in classroom teaching, there are no fixed rules. This is the road of teachers' development and the charm of teaching and scientific research.

Secondly, efficient classroom is an educational responsibility. In other words, we are required to cultivate, develop and achieve high-quality and high-standard people mainly through classroom teaching. The efficiency of an efficient classroom should not be measured by how teachers teach, but by what students learn and how they learn. In this sense, whether classroom teaching is efficient or not should be reflected and evaluated from its efficiency and benefit. Efficiency is the degree to which students benefit in unit time, which is mainly manifested in the overall development level of students and the extracurricular academic burden; Benefit is the depth that students are influenced by education and teaching, including intellectual development and the cultivation of non-intellectual factors, which is mainly reflected in the development of students' basic qualities such as learning interest, learning habits, learning ability and learning perseverance. Therefore, efficient classroom should strive to achieve the goal of cultivating high-level people through classroom teaching activities, and efficient classroom should be an effective combination of teaching efficiency and high efficiency.

Third, the evaluation criteria of efficient classroom:

Guided by the teaching concept of students' lifelong development; Guided by standardizing specific teaching objectives; Take solid teaching content as the carrier; Take a variety of learning styles as the intermediary; Relying on a positive classroom atmosphere; Take scientific teaching organization as the guarantee.

Efficient classroom shows six forces: vigorous vitality; Continuous internal motivation; Moderate thinking tension; Strong team spirit; The outstanding charm of success; Long term development potential.

Fourth, the performance of efficient classroom to students: it is a classroom where students actively learn positive thinking, students fully learn independently, teachers and students interact, and students actively realize the meaning construction of what they have learned.

Evaluation of teaching level of efficient classroom teachers: 1. High-level teachers want quality in class, while low-level teachers want 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 detail carving.

1, the combination of goal-oriented evaluation and subject-oriented evaluation 2, the application of teacher-student interaction evaluation and classroom teaching effect. 3. The relative stability of evaluation criteria is combined with continuous generation. 4. Pay attention to teaching reflection.

Everything is established in advance, and it is abolished if it is not foreseen. A successful class must first have sufficient lesson preparation, form a lesson plan in the process of lesson preparation, clarify the teaching objectives, teaching tasks, key points and difficulties, and give targeted explanations.

Change the previous form of full-time irrigation, give the subject to students, let students play a leading role in classroom learning activities, teachers play a leading role, students carry out active learning activities under the guidance of teachers, and teachers give necessary inspiration and inspiration at the critical moment when students need to solve doubts. In short, we should keep the interaction between teachers and students in class.

Three points teach seven points in charge. Effective classroom management is the key to successful teaching. Teachers should first establish the necessary prestige, and at the same time formulate corresponding classroom behavior norms to restrain students' classroom behavior. Good classroom management helps to create a good teaching environment and learning environment, which is convenient for teachers to group effectively. & gt

Question 3: What is an "efficient classroom"? The basic description is: achieve the best teaching effect with as little time, energy and material resources as possible. Classroom teaching efficiency includes at least the following three elements: teaching time, teaching tasks and teaching effect. Efficient classroom is generally reflected in the following five aspects: teaching objectives; Teaching activities; Teaching ability; Teaching feedback; Teaching organization and management. Knowledge and skills, process and method, emotional attitude and values (three dimensions); Valuable, reflecting high expectations; Very clear, specific and operable; Satisfy three emotions-learning, teaching and testing. The basic mode is10+30+5; It is divided into three links: preview guidance+cooperation and exchange+standard assessment. For a 45-minute class, the teacher takes no more than 10 minute, including introducing new lessons, assigning tasks, troubleshooting, induction and promotion, organizing evaluation, etc. Students should spend no less than 30 minutes in class for autonomous learning. The form of cooperation advocated by efficient classroom is to realize the autonomy, cooperation and exploration of new curriculum reform in the form of autonomous learning (self-study), peer learning (homogeneous pairing cooperation) and "group learning" (group learning). Five minutes is the assessment time for reaching the standard in class. Different from the traditional paper test or homework, the in-class assessment is a "two-by-two" test organized by the study group, with flexible forms, which can be either a "small note" assessment in class or a simple "oral" assessment. Learning the habit of efficient six-meeting (1) will preview and form a habit, and stick to preview; To understand the textbook, it is important to preview it; Master the steps and preview by layers; Use your head and preview actively; Review the old and learn the new, which is convenient for preview; Try to take notes and preview efficiently; Reasonable arrangement, flexible preview. (2) Be prepared for lectures; Highly concentrated, concentrate on lectures; Grasp the key points and listen carefully; Multi-party cooperation, efficient class; Speak boldly and attend classes actively; Distinguish types and listen flexibly. (3) review and consolidate knowledge in time; Systematic review, tandem knowledge; Strengthen review and be targeted; Special review to improve ability; Comprehensive review, comprehensive improvement. (4) Master the operation steps and solve problems correctly; Thinking should be alive and the format should be standardized; Work in a limited time to improve the speed; If there are mistakes, we must correct them and make up the gap; One question has many solutions, and one question is changeable; Pay attention to summing up and explore the law. (5) inductive sorting, comprehensive sorting and weaving into a net; Check for leaks and fill gaps, and have complete knowledge; Organize special topics to deepen learning; Classification of exercises and exploration of laws; Summarize methods and improve efficiency. (6) will remember clear goals, intentional memory; Master knowledge and understand memory; Accumulate experience and sum up memory; Cultivate interest and positive memory; Analyze the memory of contradictions and opposites; Classification and induction, systematic memory; Look for similarities and differences and compare memories; Using graphics and image memory; Make up songs, remember to have fun. The efficiency of all aspects of efficient classroom education and teaching should include not only 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, efficient operation, efficient cooperation, efficient inspection, efficient feedback, efficient explanation, efficient summary, efficient preparation, efficient blackboard writing, efficient correction and so on.