Teaching efficiency

Useful knowledge learned by students

The useful abilities that students have learned.

Students develop well.

nonintellectual factor

+

+

==

Study time invested by students × mental burden of students

1. Teaching efficiency

Or teaching efficiency = teaching output (effect)/teaching input.

(1) Teaching efficiency is measured by learning efficiency. It doesn't mean how much teachers have gained in the teaching process (learning from each other) and how much energy teachers have invested.

(2) Students' effective learning does not mean how many points they got in the exam, but how much lifelong learning knowledge they have mastered, what lifelong learning abilities they have cultivated and what good non-intellectual factors they have cultivated. The tense of effective learning is "future tense".

(3) Students' energy input not only refers to the time factor, but also depends on the mental burden (or cognitive load) of students' study in unit time.

(4) The numerator and denominator of this formula are quantities with different masses, and there is no common measurable unit, so it is actually impossible to calculate.

2. Efficient teaching

Students gain relatively more learning gains with relatively little energy. In other words, it is efficient to get the maximum output with the least input. From the above formula, reducing denominator and increasing numerator are the main ideas of efficient teaching.

3. Efficient classroom

Comenius pointed out: "Seek and find a teaching method, so that teachers can teach less, but students can learn more." "The pursuit of greatness was noble in the past, noble now and noble forever." The so-called efficient classroom is to achieve "low consumption and high efficiency" through teaching reform, realize the unity of teaching and educating people, and realize the great development, rapid development and deep development of students and teachers with more content, faster effect and less time.

Specifically, efficient classroom includes the following three aspects:

(1) The teaching effect is good. That is, the classroom satisfaction is good, the teaching objectives, forms and contents are harmonious and unified, the process and results are perfectly combined, students' academic performance is improved (external representation), their cognition is improved (internal factors), their learning attitude is changed, and their learning ability is effectively cultivated.