First of all, teachers should be clear about the concept of efficient classroom and have an accurate understanding of it.
(A) efficient classroom teaching: is to maximize the function and role of classroom teaching, maximize the completion of teaching tasks within the specified time, and perfectly realize the integration of three-dimensional goals of education and teaching, so as to maximize the benefits of classroom teaching and achieve the purpose of teaching and educating people.
(B) "Efficient classroom" belongs to the category of "effective classroom". "Efficient classroom" is the first realm of our classroom teaching, and the pursuit of a higher realm should be "efficient classroom". "Efficient classroom" is more in line with the value orientation of the times and individuals. Its obvious signs are: classroom teaching not only has the breadth and depth of course content selection, but also has the density and moderation of course implementation arrangement, as well as the strength and effectiveness of course organization and implementation. In other words, "efficient classroom" should be rich in information and thinking, and emotional cultivation should really touch personality and soul.
Secondly, teachers should master some efficient classroom teaching methods and strategies.
(A) to stimulate interest and guide students to learn.
Interest is the best teacher, interest is the great power of seeking knowledge and the source of invention and creation. The cultivation of interest lies in induction. In the teaching process, teachers should make use of the situation to guide and eliminate the factors that are not conducive to cultivating students' cognitive interest in time. Help students clear up learning obstacles, stimulate their interest in learning, and let them study actively and consciously.
Junior high school chemistry is a new subject for students. Most students will be interested in chemistry learning from the beginning, especially in chemistry experiments. But when we study chemical terms, element symbols and basic concepts, we often feel abstract and boring. Therefore, if chemistry is regarded as a "second foreign language" or "rote learning" subject, theory cannot be flexibly combined with practice, and the original interest will gradually disappear. How to cultivate and maintain students' interest in learning chemistry in teaching, guide students to break through the division of junior high school chemistry knowledge, and turn the original and temporary interest into a stable and lasting interest? My method is to educate students on the history of chemical development by combining anecdotes in books that introduce scientists to explore the mysteries of chemistry. For example, Dalton put forward modern atomism, and Madame Curie won the Nobel Prize twice in her life. She talked about the world-famous ancient inventions in China, such as papermaking and gunpowder, and discussed the close relationship between chemistry and modernization and life. Make students clearly understand that chemical terminology is a common language in the world and a special form of communication tool to express the composition, structure and changing law of substances in the world. Let students feel that learning chemistry knowledge well will directly affect the importance of the development and construction of the motherland, thus enhancing their consciousness and enthusiasm in learning chemistry.
Junior high school chemistry needs to recite a lot of knowledge, sometimes it is very concentrated. For example, there are 27 kinds of element symbols in the second question of Unit 4 in Section 1 of the People's Education Edition textbook. It is difficult for students to remember them all. Therefore, starting from the first chapter, I will sort out the element symbols to be memorized for students in batches and stages, and often ask questions, check and divide the difficulties. At the same time, element symbols and atomic groups are made into small cards, valence is made into jingles, and key contents are written into rhymes to simplify memory. For example, in the process of ironmaking experiment, carbon monoxide should be introduced first, and the air in the test tube should be exhausted, and then heated with alcohol lamp. When the red iron oxide turns black completely, the alcohol lamp should be removed first, and carbon monoxide should be removed after the test tube is completely cooled. After the demonstration and explanation of this experiment, we use the word "qi-lamp-lamp-qi" to express it, so that students can master it quickly and tell the meaning and reason of the four word sequences completely and accurately.
In addition, according to the characteristics that junior high school students' learning enthusiasm depends more on their learning interest, their image memory ability exceeds their abstract memory ability, and they create rich imagination, we set up a chemistry interest group with the purpose of cultivating students' thinking ability, practical ability, writing ability and oral ability. In order to stimulate students' interest, it is necessary to cultivate students' divergent thinking and innovative thinking, mobilize students to carry out extensive micro-experiment activities by using small medicine bottles, plastic bags, wires, candles, etc., and change personal demonstration experiments in teaching materials into small family experiments. For example, after learning to ignite, we organized students to do experiments such as "burning handkerchiefs instead of burning" and "lighting glass rods". In addition to guiding students to do experiments, I also use pictures, models, slides, multimedia and other means to teach intuitively. The development of these activities eliminated junior high school students' fear of learning chemistry, made students feel interested and willing to learn chemistry, and developed their intelligence and ability at the same time.
(2) Intensive reading and more practice to improve teaching efficiency.
Creating an efficient classroom is the basic requirement of modern teaching and the key to improve teaching quality. Teaching is a common activity of teachers and students. In the process of teaching, students' learning enthusiasm should be mobilized, but only by giving full play to the leading role of teachers can it be realized. If the teaching is full of irrigation and injection, or if teachers let themselves go and students go their own way, the teaching quality cannot be guaranteed.
Teaching process is a cognitive process under the guidance of teachers. Junior high school chemistry teaching is mainly to cultivate students' observation ability, thinking ability, experimental ability, self-study ability and innovation ability. The key to the improvement of these abilities lies in the inspiration and guidance of teachers. It is not easy for a teacher to teach students the basic knowledge and skills of chemistry in a 45-minute class and make them accept it easily. It not only requires teachers to have extremely profound knowledge, strong expressive and organizational skills, but also requires teachers to fully understand and understand the teaching materials and master students before class. In the teaching process, teachers should combine the problems exposed by students, aim at the learning objectives, speak thoroughly, accurately and make the finishing point, at the same time, conform to the students' cognitive laws, stimulate thinking, expand the density, and keep thinking in the best state in just a few minutes. Only in this way can we achieve good teaching results.
The so-called intensive lecture should not only match the content of the textbook, but also be geared to all students. The essence is to break through the key points, take the general ones, set doubts and solve difficulties, and create thinking situations. Practice is one of the ways to consolidate knowledge. Practice to the point, carefully design some targeted questions, and guide students to master what they have learned in the process of analyzing and studying these questions. If they can practice by hand or orally, let them practice by hand as much as possible, so that they can really master the knowledge and draw inferences from others. Some problems can be solved by students themselves, or by group cooperation and self-presentation, and teachers can only correct and comment.
For example, junior high school chemistry knowledge is mainly divided into five parts: basic concepts, basic principles, elements and their compounds, chemical calculation, chemistry and life. Taking elements and their compounds as an example, the knowledge is complicated, involving more than 30 elements, more than 70 compounds and numerous chemical equations. If you talk about this knowledge in isolation, you will often get twice the result with half the effort. But as long as we grasp their internal relations, distinguish similarities and differences, induce and compare, form a network, and grasp their essence, we can get twice the result with half the effort. Therefore, in teaching, by observing students' expressions, behaviors, and acceptance effects, aiming at the places that students find difficult, the key points of textbooks, the turning point of knowledge connection, and the places that are easy to be confused, and combining with thinking problems, I can enlighten, enlighten, and guide students, achieve the purpose of intensive lectures and more practice, and improve the efficiency of classroom teaching.
(3) Let students move from perceptual knowledge to hands-on experiments.
There is a saying in chemistry teaching that it is better to show students the experiment than to let them do it themselves. The effect of these three methods to master knowledge is gradually enhanced. Teaching experiments and demonstration experiments are only students' perception, using only students' eyes and brains, while hands-on experiments are a kind of feeling, an immersive feeling, which allows students to experience the whole process of knowledge acquisition. In this way, students will go through the whole process of "asking questions", "establishing hypotheses", "conducting experiments", "drawing conclusions" and "communicating and evaluating". In this way, students' eyes, hands, brain, heart and other parts of the body are involved in the study, and the effect will naturally be good and the knowledge they have mastered will be solid. Cooperative inquiry is the most effective way for students to master knowledge, which can fully mobilize students' enthusiasm and make them collide with the spark of wisdom in cooperative learning. Experiments are not always successful, so analyzing the reasons for failure when it fails is also a process of discovering new problems and new knowledge. In this way, the knowledge in the book will be expanded and sublimated in the experiment. Nowadays, some experimental inquiry questions are often designed in chemistry test questions, which is also a weakness of students. Moving the group experiment into the classroom and letting students do it by themselves can improve students' ability in this respect, enhance their test-taking skills and achieve the effect of killing two birds with one stone. Hands-on experiments can not only enable students to master the experimental knowledge and basic operation of chemical experiments in textbooks, but also enable students to find problems in experimental inquiry, thus leading to common chemical problems that are not in books but in test questions. These problems can be solved by students in cooperative inquiry, which not only increases their knowledge, but also achieves the effect of sublimating knowledge in experiments.
Third, establish a harmonious relationship between teachers and students and create an effective learning atmosphere.
As the saying goes, "learn from the teacher and believe in it." In chemistry classroom teaching, teachers should respect students' thoughts, not dampen their enthusiasm, especially pay more attention to poor students. In the teaching process, teachers are required to impart knowledge rigorously, and at the same time, teachers are required to pay attention to cultivating students' self-confidence. Teachers should try to find their bright spots to encourage them, introduce some learning methods to them, make them feel the joy of success, improve their learning enthusiasm, and then establish a harmonious relationship between teachers and students. Harmonious teacher-student relationship makes students feel relaxed in the classroom, showing their willingness to cooperate with teachers' teaching, so that teaching activities can be carried out well, thus creating an effective learning atmosphere.
In a word, efficient classroom is the mainstream of today's education, and it is also an effective way to comprehensively improve teaching performance and deepen quality education. Its development not only lightens teachers' burden, but also lightens students' schoolwork burden. As an idea, efficient classroom is a kind of value pursuit and teaching practice mode. In the future classroom teaching, it will cause us to think more and pay more attention.