To implement efficient classroom teaching strategies, we should sort out the ineffectiveness and inefficiency of classroom teaching. At present, the inefficiency of classroom teaching is manifested in the sloppy teaching design in pre-class preparation: although all teachers can prepare lessons carefully before class, study the syllabus and teaching materials carefully, and know how to face students with a calm and confident psychological state, many teachers just copy the teaching reference and ready-made teaching plans, and a few teachers even copy others' teaching plans in order to cope with the inspection. We can't carefully design the teaching process and methods according to the requirements of classroom teaching objectives, the age, knowledge and cognitive ability of the teaching objects, we can't dig and surpass the teaching materials in depth, we can't foresee the possibility of students asking questions or possible emergencies in class, and we have good educational wit. Therefore, "one minute on stage, ten years off stage", in order to achieve classroom efficiency, we must make full preparations before class. Preparing lessons is not simply writing lesson plans, but preparing teaching materials and students. Not only should we take time to study and understand the teaching materials, but we should also carefully consider the difficulties and difficulties in teaching. More importantly, we should understand the actual situation of students, choose the "breakthrough point" of classroom teaching according to students' cognitive rules, and design teaching activities reasonably. We should carefully consider the details of classroom teaching and give full consideration to students' possible cognitive bias. It is necessary to design emergency plans for possible situations to ensure the smooth progress of classroom teaching. We should also design high-quality targeted classroom exercises. Then, according to the design of the teaching process and the actual needs of teaching, it is equipped with necessary teaching AIDS or courseware and learning tools operated by students. It's made.

Second, improve the classroom teaching structure and teaching methods, create a relaxed, harmonious and pleasant classroom teaching atmosphere, fully mobilize students' enthusiasm and initiative, and improve classroom efficiency.

Classroom structure refers to the sequence of teaching links that make up the classroom and the time allocation of each teaching link. The traditional classroom teaching mode divides classroom teaching into several fixed teaching links: reviewing old knowledge, introducing new lessons, teaching new lessons, consolidating exercises, summing up lessons and assigning homework. This kind of classroom structure still plays a certain guiding role in our classroom teaching, but the traditional classroom teaching overemphasizes the integrity of the classroom structure and generally stipulates the time of each link, which makes the classroom teaching "modular" and seems too dull and lifeless. Therefore, in order to improve classroom teaching efficiency, it is necessary to improve the traditional classroom structure. According to the teaching content and students' reality, we should grasp the best opportunity of classroom teaching, rationally adjust the time allocation of teaching links, strengthen the combination of teaching and practice, and realize the optimization of classroom structure and classroom effect.

Teaching has the law, but teaching cannot. The important thing is to get the law. In the limited time, what kind of teaching methods can we choose to achieve the teaching objectives? The choice of teaching methods is mainly based on the teaching content, students' cognitive reality and teachers' personality and psychological characteristics. Only by choosing the teaching method that is most suitable for a certain course, students' cognitive reality and teachers' personality and psychological characteristics can the teaching objectives and tasks be completed most efficiently, including learning knowledge, cultivating ability and improving quality, so that students can internalize their knowledge into their own cultivation and their own practical actions on the premise of learning.

Psychologists find that people's thinking is at its best in a relaxed atmosphere. Only in a relaxed, harmonious and pleasant classroom atmosphere can students have the most ideal learning state. Teachers should be good at using some strategies to create a harmonious classroom atmosphere. Teachers' friendly smile, moderate humor, encouraging language, equal interaction between teachers and students, and small games all help to create a good atmosphere. Teachers can't teach with a straight face. No one likes such a class, which is inefficient. Therefore, teachers must abandon the traditional concept of "dignity as a teacher", abolish "centralized teaching" and "paternalistic" teaching methods, and appear as student guides in classroom teaching, with amiable attitude, democratic and decent style and full respect for students' subjective status. Let students express different opinions and ask different questions, so that students can be "not only books" and "not teachers", dare to ask questions and dare to question. If we can create a new teacher-student relationship of "democracy, equality, respect, understanding, care and appreciation" and a harmonious and pleasant classroom atmosphere, we can make students happy physically and mentally, have active thoughts and bear efficient fruits in classroom teaching.

Third, classroom teaching must be "pragmatic" to be "efficient".

At present, formalism, aestheticism and flashy flowers exist in classroom teaching to varying degrees. What's more, there are some classroom "shows", especially open classes, demonstration classes or observation classes, which makes people feel so. No wonder some teachers say, "Open classes are for teachers who attend classes. If normal classes are like this, the teaching effect will certainly not be guaranteed. " This is a bit harsh at first glance, but it makes sense to think about it carefully. I think classroom teaching must be pragmatic to be efficient. Professor Ye Lan of East China Normal University believes that an efficient classroom should be plain, authentic, rich and solid, and this "four realities" is an important symbol to measure whether classroom teaching is efficient or not.

1, efficient classroom should have a level. The so-called dullness means that teaching should be practical. Design teaching in a real way, implement teaching objectives and complete teaching tasks in a real way, instead of pursuing "strangeness", "specialization" and "cleverness" in order to show off teachers' level. I have heard such a class: a high school history teacher teaches poetry and novels, a cultural history. The teacher first asked the students to recall some poems they had read in Tang and Song Dynasties, then let them enjoy the drama Dou Eyuan, and then show some fragments of novels in Ming and Qing Dynasties, Romance of the Three Kingdoms, Water Margin, A Dream of Red Mansions and The Journey to the West. The teacher only talked about Liu's comments on A Dream of Red Mansions for about 3 minutes. Finally, let the students read by themselves. In less than five minutes, the bell rang and the teacher had to jump to a conclusion. This history class seems to have become a China class, plowing other people's fields and wasting their own land. Obviously, this is a pure performance class, which distorts the essence of efficient classroom. What can students learn? A class was wasted in vain, which is the inefficiency of classroom teaching caused by flashy.

2. Efficient classroom should be real. The so-called truth refers to the true nature of the classroom. It is correct to advocate independent innovation, individuality and cooperative learning, but we must proceed from teaching practice and reform and innovate on the basis of inheriting Excellence. We can't lose the tradition and blindly follow the trend, which makes classroom teaching lose its authenticity. When I was in high school, I heard an open geography class about industrial layout. The teacher asked many difficult questions that were divorced from the students' reality, and the students could answer them completely. Even after the students answered the questions, the applause of other students was very rhythmic. Here we can see that students' abilities can be compared with those of experts in the Department of Planning and Design. Obviously, this lesson is that the teacher provided the students with the answers to the questions in advance. This classroom is unreal, and this classroom without authenticity will never be an efficient classroom.

3. Efficient classroom should be substantial. The so-called enrichment refers to classroom vitality, that is, under the guidance of teachers, students have sublimated on the premise of mastering basic knowledge. For example, when a history teacher talks about the cultural history Criticism of Ming and Qing Dynasties, he first talks about the thinker Li Zhi, and then talks about the background and main ideas of the three great thinkers Huang Zongxi, Gu and Wang Fuzhi in the late Ming and early Qing Dynasties. According to the general practice, the teaching task of this course has been basically completed. But it is doubtful whether this class is efficient, because it is not substantial and lacks generativity. If the teacher can rise to "why are the three major ideological trends in the late Ming and early Qing dynasties anti-feudal democratic ideological trends?" What is the physical difference between this and the people-oriented thought in Confucius and Mencius? How to evaluate? "and other issues, and then come to the conclusion that a certain idea is a reflection of some social objective reality in people's minds. Students have improved on the original basis and gained something. This kind of classroom is the sublimation of classroom teaching quality, and this kind of classroom is rich and efficient.

4. Efficient classroom should be solid. The so-called solid, refers to the classroom teaching should have practical significance, according to the designed goals, methods and students' learning tasks, so that most students can learn things, rather than only a few students interacting with teachers, most students act as listeners. We often see some teachers' open classes: lecturers talk endlessly in class according to the already designed teaching plans or the already made courseware. The courseware is made in color, with all kinds of audio, video and animation available, with the teacher leading the show, a few students playing supporting roles, and most students becoming the audience. Classroom involves a wide range of knowledge and a large capacity, which is necessary. This kind of classroom is lively on the surface, and the students' sensory stimulation is great, which satisfies the vanity of a few students. Can calm down and think about it, what did the students learn and remember in this class, even the listener can't explain it clearly, let alone the students? In such an open class, a few students are actually cooperating with the teachers, while most students are painfully acting as "extras" or "spectators".

In short, the classroom is the main battlefield of our teaching, and it is also the main battlefield for us to effectively improve the efficiency of education and teaching. There are many factors that affect classroom efficiency, but classroom teaching factors account for a considerable proportion. Only by rationally understanding our classroom teaching and objectively facing the problems existing in our classroom teaching can we continuously improve our classroom teaching. There are many ways to improve the efficiency of classroom teaching. Besides preparing lessons carefully before class, being pragmatic in class, constantly improving teaching structure and teaching methods, and creating a harmonious teaching atmosphere, there are still many things that we need to think about and practice. We will encounter many difficulties and problems. Teachers should pursue the perfection of classroom teaching art and the efficiency of classroom teaching as their unremitting pursuit all their lives. As long as we face problems and difficulties, think calmly, be brave in practice and be good at summing up, we will certainly improve the efficiency of classroom teaching.

Strategy 1: Optimization of effective classroom teaching time management strategy.

1. Reduce time waste: To improve classroom time efficiency, it is necessary to establish a reasonable teaching system and enhance teachers' time concept, minimize the human factors that may cause time allocation between teachers and students, ensure the implementation of the specified limited time, and improve time utilization. Main measures: the teacher waits for the class for the first 3 minutes, the students preview before class, and the class will not be delayed after class.

2. Mastering the best time domain: According to psychological research, the best time for students to think in a class is 5-20 minutes after class, which can be said to be the best time domain for classroom teaching. In order to improve the efficiency of class time, we must ensure that the main tasks are completed and key problems are solved in the best time domain. At this time, the classroom is damaged, so the teacher should deal with it as soon as possible to avoid completely terminating the course, dealing with problems and wasting your precious time.

3. Moderate amount of information: too little information in class and loose links will lead to a waste of time; The amount of information is too large and the density is too high, which exceeds the students' ability to accept, and the teaching efficiency is low and it is a waste of time. Therefore, teachers should do in-depth and detailed analysis to keep the amount of information in unit time moderate.

4. Improve students' concentration: To improve students' concentration, one is to seize the teaching opportunity in time, and the other is to choose the right time to deal with students' behavior to prevent the situation of breaking classroom rules and forming conflicts.

5. Diversified teaching methods: Teachers use a variety of media (blackboard, projection, audio and video, etc. ) and adopt a variety of teaching methods (telling, communication, training, cooperation, etc. Constantly stimulate students' different senses, so that cells in different parts of the brain are excited alternately, so that the brain is always excited within 40 minutes, thus improving the efficiency of classroom unit time.

Strategy 2: Optimize effective classroom atmosphere management strategies.

Classroom atmosphere is a psychological background and a soft environment for teaching. A good classroom atmosphere has a subtle influence on students, which not only helps them learn knowledge, but also promotes their healthy development. To create a good classroom atmosphere, we can start from the following aspects:

1, democratic and harmonious teacher-student relationship: Good interpersonal relationship in the classroom has a very important teaching function, which directly affects the enthusiasm of teachers and students, affects the classroom atmosphere, and then affects the teaching effect. First of all, we should establish a good teacher-student relationship. Teachers understand, care and respect students, and can consider problems from the perspective of students; Students accept teachers psychologically and are willing to listen to their guidance. Secondly, create a peer relationship conducive to learning. The communication between peers in the student group has a great influence on students' learning and restricts the effect of classroom management. Good student relations enable students to help each other and make progress together.

2. Orderliness: Effective classroom management is also the process of establishing orderly classroom rules. On the one hand, teachers should fix some general requirements in time, form students' classroom behavior norms and strictly supervise their implementation, so that students can know when to do it and when not to do it. On the other hand, it is also necessary to let students know its norms, and at the same time, make students gradually form behavior habits that conform to the norms and internalize the norms into students' code of conduct.

3. Teacher-led: Teachers are the organizers and leaders of classroom teaching and can effectively organize the classroom. A word or even a look can make the noisy classroom quiet instantly, influence students with their good prestige, create a good classroom psychological atmosphere and give the whole class a positive emotional experience.

Strategy 3: Optimization of effective classroom teaching process management strategy.

It is of great significance to strengthen the management of classroom teaching process and make it organically related to improve the quality of classroom teaching management. Generally speaking, the paragraph of a class can be roughly divided into several parts: lecture, introduction, class and ending.

1, Waiting for class: Waiting for class is the preparation state of teachers' classroom activities, which means that teachers wait for class at the door or in the classroom a few minutes before class. Research shows that waiting for class has positive significance. In the form of leadership inspection, the guidance office has specially set up whether to wait for classes during inspection. Through inspection, it is found that teachers and students will be in a fast state at any time.

2. Introduction: Introduction is the beginning of a class, which mainly plays the role of concentrating attention, brewing emotions and bringing into the situation. There are many kinds of lead-in, and concise and efficient lead-in methods are advocated in learning to avoid wasting time by walking around the lead-in part.

3. Classroom: Classroom is the main paragraph of classroom teaching, and the objectives, tasks and contents of classroom teaching are mainly completed at this stage. Therefore, managing this paragraph well is of great significance for improving the efficiency of classroom management and ensuring the smooth progress of teaching activities. The management of this stage should try to grasp the following two points: first, we should carefully explain every link of teaching. The second is to be good at dealing with accidents.

Strategy 4: Optimization of effective classroom teaching problem management strategy.

The problem behavior in the classroom should be a normal classroom situation, which cannot be avoided, and should be handled reasonably and scientifically. Try to study and apply the following methods and observe their effectiveness:

1. Cold treatment: When encountering unexpected problems in class, teachers should calmly analyze, treat calmly and give "cold treatment". For example, after the bell rang, the teacher walked into the classroom, only to find that the classroom was very chaotic. We can use the method of "static braking" to scan the students with calm eyes for a week, or write eye-catching topics on the blackboard to divert their attention, and the students will soon return to their original positions, calm down and restore teaching order.

2. Clear rewards and punishments: It is to form a set of long-term measures to reward the superior and punish the inferior, establish a healthy atmosphere, encourage positive forces or behaviors, resist negative factors, persist for a long time, and form a system. This should be based on rewarding the outstanding and punishing the poor. Rewards are mainly spiritual rewards, such as verbal praise and moral upgrading.

3. Action reminder: In class, students seem to be making small moves, answering words, making noise, and other behaviors that violate discipline. Teachers should take prompt action. However, teachers should carefully consider students' emotions and self-esteem, and take indirect measures to let the other party know that their behavior has been noticed by teachers and should be corrected immediately. If you stare at him, nod to him, tap the table in front of him, or stand next to him for a short pause and touch the first move. Send information in a subtle way, so that teachers and students can communicate easily and get results quickly.

4. Indirect questioning: When students are not paying attention to the class, teachers can try to remind and warn him by asking students at the same table or near neighbors, so as to avoid the small troubles that may be caused by suddenly asking students directly, such as panicking because students are unprepared, answering irrelevant questions, and then causing other students to laugh, and so on.

Strategy 5: An effective strategy to optimize students' attention control.

The state of students' classroom attention directly affects the efficiency of classroom activities and the state of classroom discipline. There are many ways to adjust students' attention, and the methods that are more suitable for enhancing the effectiveness of classroom teaching are:

1. Voice control: Voice control means that teachers attract and control students' attention by changing their intonation, volume, rhythm and speed. For example, when the teacher changes from one speed to another, the distracted attention will be refocused. Increasing the volume and slowing down the speaking speed can strengthen the attention and highlight the key points.

2. Pause: A short pause before telling a fact or concept can effectively attract students' attention, and inserting a pause in the middle of the explanation can also play the same role. Proper pause can produce obvious "stimulus contrast effect", and the sudden silence in the noise is like a little red in the evergreen bush, which can firmly grasp people's attention.

3. Change the teaching media: Single information transmission is easy to cause fatigue and distraction, and teaching efficiency is also easily affected. Therefore, teachers should appropriately change the teaching media according to the needs, and fully mobilize students' various senses to obtain information through the use of charts, objects, slides, movies, computers and other media, so as to realize multi-channel information transmission, which can not only effectively adjust students' attention and enhance their perception of knowledge, but also facilitate the memory, understanding and application of knowledge and promote the transformation of knowledge into ability.

4. Change the way of activities: In classroom teaching, teachers should change the way of classroom activities according to the needs of teaching, for example, from teachers to students, from static learning to hands-on learning, from collective lectures to group discussions, and so on. These changes will stimulate students' freshness, strengthen students' attention, stimulate students' interest in participation, and then achieve the purpose of improving teaching quality.

Strategy 6: Optimize the effective classroom teaching evaluation strategy.

German educator Stoke said: "The art of teaching lies not in imparting skills, but in inspiring, awakening and inspiring." Therefore, teacher evaluation is a catalyst to improve students' learning effectiveness, and teachers should constantly enrich the evaluation forms and give full play to the effectiveness of evaluation. There are various contents and methods of evaluation. This topic mainly studies how teachers guide students to evaluate classroom learning performance.

1. Immediate evaluation: If the teacher can immediately evaluate the students' classroom learning performance, the students can know their own performance and reasons. In classroom teaching, students' subjective initiative should be fully mobilized and instant evaluation should be conducted in various ways.

2. Self-evaluation: Self-evaluation is the source of motivation to stimulate students' learning. In the process of learning, arranging a little time for students to try self-evaluation, so that students can have a correct understanding of their performance and make judgments on their performance, and gradually develop from general evaluation to specific and objective evaluation, which is conducive to improving students' self-reflection ability, cultivating students' awareness of serious study and promoting independent development.

3. Students' evaluation of students: This is a good way for students to evaluate. As the saying goes, the authorities are fascinated and the bystanders are clear. Teachers should fully mobilize and give play to students' collective strength and wisdom, let students participate in peer evaluation and promote each other through evaluation.

4. Teacher-student mutual evaluation: Teacher-student mutual evaluation includes two levels: one is the teacher's evaluation of students. This is an important means for teachers to organize teaching activities and promote the teaching process. Guiding students to pay attention to the process of classroom learning and the learning behavior of their peers through teacher evaluation is conducive to students gradually developing the consciousness of actively participating in evaluation, gradually learning to evaluate, raising their awareness and being inspired. The second is students' evaluation of teachers. Equality is a lubricant to promote emotional harmony. Students are eager for equality between classmates and teachers and students. Teachers and students exchange roles, and teachers listen to students' comments from the standpoint of students, and students are happier when they are happy. They will certainly seize the opportunity and perform well, which is conducive to improving the effectiveness of classroom teaching management.