Lead-in: review, enter questions and set goals.

Learning guidance: teaching, activities and feedback.

Guide: practice, summary and preview.

2. One idea of an efficient classroom three ways-one idea: people-oriented.

Take students as the main body and students' learning as the center.

Three ways: independence, cooperation and inquiry.

Autonomy-independent preview, independent thinking, independent presentation and independent operation.

Cooperation-participation in discussions, activities, exhibitions and evaluations.

Inquiry-Query, Association, Experience and Innovation

3. Three links and four methods of efficient classroom-

Three links: learn first, then teach and then practice.

Four methods: guiding learning by case and finding out the learning situation; Deepen independently and create an environment;

Speak carefully and learn to improve; Practice and evaluation, and the migration is complete.

4, several key words of efficient classroom-

(1) Guidance: It is the starting point of class.

"Guidance" includes "introduction" and "guidance".

Introduction is the beginning of a class. After the bell rings, teachers should use concise and vivid language (or through certain media such as pictures and videos) to realize the introduction of old knowledge into new knowledge, get to the point and stimulate students' curiosity about what they will learn.

After getting started, it is learning guidance. The teacher explains the content of the new lesson to the students in concise language, telling them the learning objectives, key and difficult points, self-study requirements (including methods), thinking topics, problems to be solved and self-study time.

(2) Thinking: study and ponder, and learn independently.

Students study independently under the guidance of teachers. Students study the text deeply, do examples, read notes, circle, point, draw, batch and record.

(3) Discussion: group discussion, cooperation and mutual learning.

Discuss in groups, help each other, learn from each other, and solve the difficult and key problems in self-study.

(4) Show: Be enthusiastic and show what you have learned.

After the group discussion, students will enter the presentation session. According to self-study and group discussion, or on behalf of groups or individuals, show what you have learned through oral expression and demonstration on the blackboard.

What is "on display" in this session? The most important problem, the problem of multiple solutions to one problem, the problem that can be extrapolated, and the points that are easy to make mistakes and confuse.

What is the purpose of the exhibition? Through the problem display, the doubts, delays and blind spots in students' self-study and discussion are exposed to the maximum extent, so that students can cross the ocean with their own unique skills and attack each other in groups, and more students can get more ways to solve problems.

In the process of students' presentation, teachers should learn to expect and not rush to play the role of savior. It is necessary to stimulate students' enthusiasm for inquiry, inspire and encourage students to express their opinions boldly, and boldly question, challenge, supplement and improve through induction, appreciation and affirmation.

(5) Comments: Comments and guidance (intensive reading class)

At this stage, the teacher can go to the front desk to comment. At this stage, the teacher's task is to evaluate and encourage the group from the aspects of autonomous learning, cooperation and participation, and then comment on the problems exposed in the students' statements and the problems that students can't solve through inquiry, and then talk about rules, ideas, methods, clues and frameworks.

The four links of "thinking", "discussion", "display" and "evaluation" are progressive relations and a process of reaching a climax step by step. Comment is progress, expansion, finishing touch and conclusion.

(6) Check: Check the feedback and internalize what you have learned.

This part of the design is to test the students' learning effect and the implementation of learning goals. Mainly under the guidance of teachers, students reflect and summarize what they have learned in class, internalize feedback and evaluate themselves; Teachers can also check and accept what they have learned in class. The forms of inspection should be diversified.

(7) Practice: consolidate the transfer and apply what you have learned.

This link is conducted after class (self-study class). The main form is to let students practice exercises to consolidate training, as well as write compositions and make small productions. The main purpose is to enable students to better realize the transformation from "understanding" to "learning" and from "learning" to "using". It is the last link for students to complete their learning tasks.

5, the four guiding ideology of curriculum reform-

First, we should seek truth from facts, proceed from the actual teaching, aim at the actual teaching effect, and do not play with concepts or tricks.

Second, we should not follow the trend, go with the flow, copy, and go our own way.

Third, it is necessary to subvert the old classroom order and establish a new classroom form and stabilize it.

Fourthly, the path of new curriculum reform must be a path that can be suitable for all learning periods, improve the teaching quality in a large area and greatly improve the scores of college entrance examination.