I. Main problems

1, the problem of teachers' teaching concept. At present, classroom reform needs to be further deepened. Some teachers still focus on imparting and explaining knowledge, and pay insufficient attention to students' "learning".

2. Preparation of counseling plan. Teachers' collective lesson preparation is not enough. Some just transfer the book knowledge to the tutoring plan in the form of questions, without summarizing the process of knowledge formation, without guiding the learning methods and without arranging the instruction of learning activities.

3. Forecast in the preview process. Teachers do not pay enough attention to students' preview, do not have in-depth and meticulous research, do not have serious organizational arrangements, and the process of learning between students and group learning has not been implemented. Teachers don't have a clear concept of what problems students can and can't solve.

4. Surface problems in the exhibition process. The present exhibition activities only replace the teacher's explanation in the past and lose the original meaning of the exhibition. However, this kind of alternative display makes the teaching activities superficial and direct, and the classroom looks lively, but the cultivation of students' ability behind the excitement has become a big problem.

At the same time, many students can't really move because of their different levels and participation.

5. Construction of study groups. Judging from the students' activities, the study group is still a loose organization and has not formed a joint force.

The responsibilities of the group leader are not clear, and the mutual assistance and mutual inspection among the group members have not been implemented, which leads to a few students with poor foundation unable to seriously participate in learning, teachers' implementation of students' learning is not clear, and some arrangements between groups are also different.

6. Potential problems in the feedback process. Feedback should not be an independent teaching link, it should accompany the whole teaching process. However, teachers' awareness in this respect is not strong, and they can't keep abreast of students' learning situation and deal with problems in the teaching process randomly, which leads to the whole teaching process failing to meet the requirements of "promoting teaching through learning" and the achievement rate of classroom teaching objectives is not high.

7. Motivation in learning evaluation. Teachers still take students' learning results as the main basis for evaluation, and do not include students' learning process and labor in learning evaluation. The evaluation method is relatively simple, and the comments between students can't form a controversial topic, which can't really inspire, guide, correct and deepen the learning evaluation.

8. Classroom teaching monitoring. There is no clear requirement for the details of teachers' teaching work, classroom management is still relatively macro, and teachers' teaching design is still relatively rough; The preparation group can't discuss the problems in class in time, and the teacher doesn't study and think deeply enough about the problems and lacks effective attempts.

Second, the countermeasures to solve the problem

1, teachers' ideas should be completely changed. The reform of classroom teaching is first of all the change of teachers' educational concept. Without the change of teachers' teaching concept from "knowledge-based" to "student-oriented", there will be no real reform.

Under the guidance of the traditional teaching idea of "knowledge-based", teachers are used to imparting knowledge directly to students, rather than students asking and solving problems. What students need to do is to accept and remember.

And "student-oriented" requires teachers to hand over the task of learning knowledge to students, so that they can complete the learning task independently through independent, cooperative and inquiry learning. The task of teachers is to organize mobilization and guide services.

Traditional teaching is like a teacher giving students steamed bread directly; Now teachers are required to provide students with necessary guidance and services, so that students can make steamed bread by themselves.

In this sense, traditional teaching has low requirements for teachers, as long as they can "make steamed bread", while efficient classroom has high requirements for teachers. Teachers are not only experts in making steamed bread, but also have the ability of organizing and mobilizing, guiding services and coordinating and communicating.

The essential meaning of "high efficiency" is not to finish several exercises in a unit time, but its core value lies in whether students' self-confidence, learning ability, will quality and behavior habits have been improved in a unit time, and what proportion of knowledge students can learn by themselves.

Efficient classroom pays more attention to students' "learning state"-whether it is interesting, in-depth, focused and enjoyable. Therefore, to build an efficient classroom, we must pay attention to the research and mobilization of "people", and teachers must start from changing themselves, establish like-minded friends with students, and constantly improve their influence.

2. Learning guidance should adhere to the four "musts".

First, the implementation of the collective lesson preparation system must reflect the collective wisdom of the teachers in the lesson preparation group and put an end to the phenomenon that there is only division of labor without cooperation;

Second, the design of questions must reflect the process of "induction and guidance", fully respect students' academic situation, life experience and cognitive law, and try to design the problems of bedding, induction and excess from the perspective of students;

Thirdly, the guidance process must reflect the guidance of learning methods, and the language expression of the guidance scheme should guide students to observe, collect, associate, remember, think, communicate, cooperate, explore and test themselves.

Fourthly, it must reflect the step-by-step realization of teaching objectives, the hierarchical requirements of learning process and the timely feedback of learning effect, and each link has time requirements.

The main content of the counseling plan provided to students is to pave the way and guide the students' self-study design, as well as the arrangement of the learning process. Learning resources and exercises that need to be supplemented can be presented through multimedia and learning cards.

3, "four studies" should pay attention to implementation. It is suggested that the requirements for students' preview level should be gradually improved, especially in the initial stage and the learning stage of new knowledge. The suggested process is as follows: Teachers guide learning.

The main tasks are to organize teaching, create situations, stimulate interest, set suspense, activate thinking, define goals and put forward requirements. Students teach themselves. Read through the textbook and feel the whole; Learn the textbook according to the tutorial, mark the places you don't understand and raise the problems you find.

In this process, one is to ensure a quiet learning state, and the other is that teachers should be good at observing and keep abreast of students' learning situation. Students learn from each other. According to the requirements of the counseling plan, we should check each other, learn from each other and help each other, and try our best to solve problems that we don't understand and explore. The group students who learn from each other are relatively fixed and put forward the goal of helping.

Population science within groups. The main way of ethnology in the group is to show. First, the group leader is required to fully understand the students' learning in the group, and then determine the content displayed in the group, arrange the group display activities, and focus on solving the problems that are still too clear. Everyone should be encouraged to participate in this process.

At the same time, the group leader should promptly feedback the problems that can't be solved in the group to the teacher. In this process, teachers should participate in some group activities.

You should play the leading role in the exhibition. Generally speaking, the presentation of the whole class is to highlight the key points, break through the difficulties, dig deep into the teaching materials and cultivate the ability, so we don't present the problems we have learned and can't learn. What needs to be displayed is mainly:

First, reflect the core knowledge and typical problems of key content; The second is the common problems that students encounter in the "preview" link; Third, it is a challenging problem with certain exploration significance and easy ambiguity; Fourth, the problems that students can't solve independently in the preview process but can be solved through cooperative learning; Fifth, problems that can cultivate students' ability to analyze, solve and innovate.

In the process of students' presentation, teachers should be good at encouraging students and enhancing their self-confidence; Be good at cultivating students' expression ability and enhancing the organization of expression; Being good at encouraging students to ask questions and discover new problems can guide students to express their views very tactfully and form a thinking collision, which is the most expressive meaning.

Whenever this happens, teachers should spare no effort to stimulate students' interest and exercise their thinking in full debate. In the new teaching, teachers should make a fuss about "new ideas and discoveries", not about the difficulty of knowledge, and pay attention to the utilization of students' life experience and social resources, not just the imparting of knowledge.

At the same time, the exhibition activities should not take up too much time, avoid superficial excitement, choose accurate content and have a wonderful exhibition process.

5. Attention should be paid to the construction of "group". In order to find ways to make students like you as a teacher and learn the subjects you teach, we need to pay attention to these three tasks: First, the construction and management of study groups.

The construction and management of study groups are directly related to the important guarantee for the smooth progress of classroom teaching reform. Teachers must pay enough attention, strengthen the training and guidance of group leaders, and improve their ability of organization, coordination and command.

Each team independently determines the goals and learning routes, defines the responsibilities of the team leader for inspection, supervision and arrangement, and appropriately organizes talent group exhibition competitions.