From the teaching goal, efficient classroom is to realize the three-dimensional goal of the new curriculum reform and the cultivation of core literacy, that is, to realize the three-step learning from knowledge to interest, to ability and finally to wisdom. Simply put, it is based on "learning, learning, learning and creating". This efficient classroom pursues the "four-dimensional goal", focusing on the core literacy, that is, beyond the original knowledge and skills, process methods, emotional attitudes and values, and rising to the level of access to wisdom.
Efficient classroom takes "autonomy, cooperation and inquiry" as the "six-character motto" of curriculum reform, expounds and develops it, and turns it into "preview, display and feedback" of classroom teaching. In terms of learning methods, it is interpreted as "autonomous learning, pair learning and group learning", which is collectively called "autonomous learning".
The core of efficient classroom is "people-oriented", and the biggest task of teachers is "understanding children". Education is to start with children, find them and cultivate them. Children are natural learners. Children have two natural curiosity and display desire, and education is to satisfy children's curiosity and display desire as much as possible. Only by understanding children can children develop.
Efficient classroom constructs teaching relationship and teacher-student relationship under the framework of "humanism" In the teaching relationship, we advocate "learning-oriented" and "student-oriented" in the teacher-student relationship. The "people-oriented, learning-oriented and student-oriented" of efficient classroom supports its own "pedagogy". That is, teaching serves learning, and the focus of classroom teaching is to change "teaching center" into "learning center"; ",that is, according to the law of students' learning, understanding and growth, we should deliver" students' "to students, care for their nature and let every life grow naturally.
The soul of an efficient classroom is "trusting students, liberating students, using students and developing students". This paper reconstructs two relationships around this soul, that is, changing "teaching only" into "learning only" in the traditional teaching relationship and changing "teacher only" into "living only" in the traditional teacher-student relationship. It believes that students are the most valuable teaching resources in the classroom, and the core of "two talents" is "learning" and "living", and advocates "making deep learning really happen to students".
The focus of efficient classroom is the cultivation of "learning ability". Efficient classroom believes that the main connotation of quality education is learning ability. Admittedly, we can instill it, but we can't get it by instilling it. From the original intention of learning, learning is "experience through experience", learning is "the process of self-cognition construction" and "emotional blending and resonance"
The position of efficient classroom is to defend the sacredness of "learning". Learning is a "sacred and inviolable" right of students. To "return learning to students" is "returning things to their original owners".
The key to an efficient classroom is the teacher's role. Traditional teaching is to position teachers as "setters", while efficient classroom advocates that teachers should dare to let go and learn to introduce "one biography" to let students talk to knowledge directly. Therefore, teachers are not transmitters and agitators of knowledge, but people who "start learning". The so-called starting to learn is to inspire, ignite and awaken. To some extent, "the teacher is the condition", and the challenge of efficient classroom is that he should be able to provide "possibility" for learning.
There are three graspers in an efficient classroom: the organization grasper is a group, the process grasper is a model, and the teaching goal grasper is a tutoring plan. The group in an efficient classroom is different from the traditional group. The idea of the group is "homogeneous pairing, heterogeneous grouping and grouping within the group". As an independent learning organization, the group exists, which we call "small class without walls". The universal mode of efficient classroom is "five steps and three inspections", which is different from the general "teaching mode". It is not produced from the knowledge law of subject teaching itself, but is summarized based on learners' understanding and growth law of learning and life, so it is suitable for all subjects and all learning segments. The guiding scheme of efficient classroom is different from teaching plan and lecture notes. It is a "design to guide learning", a "road map" for students' self-study and a "construction drawing" for classroom teaching.
Teacher Wei of Fujian Normal University believes that the degree of learning autonomy determines the maturity of curriculum reform, and cultivating students' autonomous learning ability is also a remarkable feature of efficient classroom.
In recent years, the key words of teaching reform, such as "learning before teaching", "efficient classroom", "ability-oriented" and "seeking support-oriented", are to change the teaching relationship, let students learn how to learn in the classroom and let them return to the teaching reform, which has become a topic of general concern for primary and secondary school teachers. Looking at all kinds of effective and original teaching reforms, the core of the reform is to change the teaching relationship, teach students how to learn and restore students' dominant position in the classroom.
Students are the main body of autonomous learning, and teachers' "teaching" should better serve students' "learning" and teachers' "teaching" should be transformed into students' "learning". Some teachers attach great importance to their own teaching and try to make what they explain easy to understand. Students often don't need to think again, and their deep intellectual activities are not involved. In fact, only what a student understands through his own efforts can become his own, and this is what he really masters. Any successful teaching reform must fully mobilize and rely on students.
Teachers should believe that students have the potential of autonomous learning, first of all, let students fully explore in the process of learning, and don't rush for success. Classroom teaching should leave enough time and space for students to study independently, so that students can become the real protagonists in the classroom. Teachers should support and help students in their studies, rather than making them succumb to the teaching of schools and teachers. Teachers should change the past situation of taking themselves as the teaching center, abandon the fear that students can't learn, and avoid the phenomenon of over-teaching or even arranging students to take the place of learning.
Teachers should regard students as unique individuals, not classify them according to their dominant ability. Students' academic performance is relative. Teachers can't demand all students with the same standards. Teachers should be good at determining each student's development goals and help him achieve the greatest development within his ability. At the same time, teachers should encourage each student to make his own "voice". Students express personalized opinions, indicating that they are not memorizing, but independent analysis and thinking.
Self-confidence is the internal factor that determines students' learning ability and the source of cultivating students' enthusiasm, initiative and sense of responsibility. When students believe that they can learn well, their mental state will become different, they will no longer be afraid of difficulties in learning, and their initiative in learning will be greatly improved, thus making learning a conscious and fulfilling action.
"Teaching means not teaching." In traditional teaching, the relationship between teachers and students is highlighted as "I teach, you learn", "I speak, you listen" and "I give, you receive", and students' learning autonomy and independence are deprived. Teaching is also considered as a single act of teachers imparting knowledge to students. This makes classroom teaching dull, stylized and lacking in vitality, and also makes teaching the source of students' weariness of learning and teachers' "difficulty in teaching".
"Teaching without distinction" advocates the change from emphasizing "teaching" to emphasizing "learning" in the teaching relationship, which implies that "teaching" is neither "teaching" nor "teaching" and "learning", but an important concept of "teaching students to learn". The key to teaching students to learn lies in cultivating their autonomous learning ability.
Specifically, students' "autonomous learning ability" includes the following six aspects: first, they can learn independently and actively, and can verify their learning behavior and learning results; Second, I can cooperate with others to learn and share my understanding and interpretation of the learning content with others; Third, be able to question, ask questions, explore problems and try to find solutions; Fourth, we can integrate new knowledge understanding into the original knowledge structure and construct our own understanding of knowledge; Fifth, be able to reflect and criticize the meaning of independent action, individual development and life, and be aware of the motivation, goals and results of your own actions; Have a sense of learning responsibility and social responsibility.
The purpose of teaching is to guide students to live a meaningful life, which requires teachers to teach every student with sincere enthusiasm, effectively promote the improvement of students' independent thinking and independent learning ability, and help students prepare for unknown challenges in the future.