What is efficiency? What kind of teaching is effective? "Efficiency" is a concept of enterprise management, which can be divided into efficiency and benefit. Efficiency refers to the workload completed in unit time; And benefit refers to the effect produced by relying on some strength and practice. By analogy, teaching efficiency is the teaching task that teachers complete in unit time; Teaching benefit is the influence of teachers on students' development. Therefore, the core of effective teaching is "teaching efficiency", not "teaching efficiency". In other words, the ultimate goal of classroom teaching is to improve teaching efficiency and implement effective teaching. What is effective? Effectiveness is relatively inefficient and ineffective. The so-called "effectiveness" mainly refers to the concrete progress or development made by students after a period of teaching by teachers. Whether teaching is effective or not does not depend on whether the teacher has finished teaching the content, but on whether the students have learned something. If students don't want to learn, or have learned nothing, it is useless for teachers to teach again. Similarly, if students study hard, but they don't get the development they deserve, it is also ineffective or inefficient teaching. Therefore, the progress or development of students is the only indicator of teaching effect.
Today, when the new curriculum is vigorously promoted and quality education is fully implemented, it is the ultimate goal of school development to strengthen the pertinence, standardization and scientificity of teaching, make effectiveness the common pursuit of teachers and students, eliminate inefficiency, reduce inefficiency, pursue efficiency, improve teaching efficiency and further improve the quality of education and teaching.
How to improve the efficiency of classroom teaching? This is a complicated problem, or a very complicated system engineering problem, which involves both teachers and school management, but mainly teachers. As a teacher, I think I should be an effective teacher first; Secondly, teachers and teaching managers should pay attention to whether the whole teaching process is effective, and their eyes can't just stare at 40 minutes or 45 minutes.
First, be an efficient teacher.
What is an effective teacher? This question is also difficult to answer accurately, but we can examine it from the responsibility of teachers. Teachers' bounden duty is to teach and educate people, and it is our ultimate goal to get the maximum benefit in the least time. How to achieve this goal?
First of all, our education and teaching should conform to the characteristics of students' physical and mental development. We can't let children of several years old and teenagers of several decades old adapt to teachers of several decades old. Only our teachers can take the initiative to study students, get to know them and get familiar with them. Professor Yu Dan told a story in a speech: a philosopher was doing research, and his grandson often bothered him. Philosophers are distressed. He finally figured out a way to tear up a map of the world and let the children spell it correctly again, thinking that it would be quiet for several hours. Unexpectedly, the child spelled it in ten minutes. The philosopher was surprised. An adult may not be able to spell for hours. How did he spell it? The child's answer surprised the philosopher even more. He said that he saw a portrait on the back of the map, put it together and brought it. You see, children's thinking often exceeds our expectations, doesn't it? What do we know about their psychological activities?
Secondly, establish a harmonious relationship between teachers and students, take students as the foundation, and truly implement Scientific Outlook on Development's core concept of "people-oriented". Only by letting students kiss their teachers can they believe it; Only when the relationship between teachers and students is harmonious can zero-distance teaching be implemented and the effectiveness of teaching and educating people be based. The teacher-student relationship of many teachers today is very tense, and the main responsibility should be the teacher. Maybe some teachers will ask: if you put down your teacher's airs and are completely equal to students, where does the teacher's prestige come from? How to teach without prestige? These teachers believe that prestige comes from the status of teachers. Isn't traditional education in China also advocating "the dignity of being a teacher"? Actually this is a misunderstanding. Teachers' prestige comes not only from status, but also from knowledge and personality charm. Personality charm not only refers to setting an example, obeying the law and being willing to contribute, but also refers to that teachers have the educational concept of democracy and equality, respect and trust students, tolerate students, treat every student fairly, do not favor winners, do not discriminate against poor students, and do not give up, especially in learning guidance, and can put themselves in the students' shoes. It is important for teachers to constantly strengthen their study, establish the concept of lifelong learning, face new problems and new students appearing every day in education, find solutions and be a person who keeps pace with the times. What determines a person's behavior is his concept, so to change the old traditional educational behavior, we must first change teachers' educational concepts, such as educational concepts, teachers' concepts, students' concepts, curriculum concepts, teaching materials' concepts, moral education concepts, management concepts, evaluation concepts, etc., and the most important thing is students' concepts. Change the practice of singing old songs in new textbooks and wearing old shoes in new bottles and old wines, deeply reflect on the past education and teaching behavior, and find out what is the essence of traditional education, which should be preserved and which should be abandoned categorically; Change the simple "takenism": copy teaching plans, copy teaching reference books or teaching AIDS as porters and be innovators; Change the bookishness and individualism that only focuses on books (teaching materials), and only pays attention to how to teach and not how to learn. Define "teaching" with "learning", and the teaching method turns around the learning method; Change the way of dominating the podium, ignore the dynamic generation of students, and give full play to the main role of students and the leading role of teachers.
The theory and experiment of "student-oriented education" presided by Professor Guo of South China Normal University put forward that "everything is for students, students are highly respected and fully relied on." Student-oriented education holds that teaching is students' autonomous learning under the guidance of teachers' organizations, and classroom is the classroom of human development; In the teaching organization, encourage learning first, teach with learning, teach less and learn more until teaching without teaching; Advocate the use of individual, group and class learning methods. We think this theory is more in line with the spirit of quality education and new curriculum standards.
In short, teachers should have a clear and advanced concept of education and teaching, constantly enrich themselves, often reflect on their own educational and teaching behavior, be an effective teacher and implement effective teaching.
Second, pay attention to the whole teaching process and strive to make every link effective.
1, prepare lessons effectively.
At present, the situation of ineffective and inefficient lesson preparation is more serious: not preparing lessons according to the learning situation, downloading lesson plans online or using ready-made lesson plans; The understanding of preparing lessons is not comprehensive enough, only paying attention to preparing lessons for new courses, but not paying enough attention to reviewing lessons and commenting on test papers; Judging from the content of preparing lessons, teachers pay attention to what to say and how to say it, pay too much attention to combing knowledge and listing problems, do not design the teaching process purposefully, deal with less important and difficult points, and design few learning methods; Some integrated teaching plans of "teaching" and "learning" are only simple lists of students' questions, and some are purely compilations of training questions, which can be said to be pure learning plans. Collective lesson preparation is a mere formality, and "one person prepares lessons for the whole grade" and "division of labor and cooperation" become more shared in class affairs. What kind of lesson preparation is effective? Pay attention to the learning situation, correctly grasp the key points and difficulties of teaching content, design corresponding learning methods and how to guide learning and learning methods, that is, analyze the key points and difficulties based on students, design learning methods and teaching methods, and design course types and teaching structures. The basic steps of preparing lessons are: understanding the learning situation (including the original starting point of knowledge, learning ability, learning methods, learning attitude and emotion)-studying teaching materials, determining the key points and difficulties-designing effective teaching objectives (the three-dimensional teaching objectives of the new curriculum, namely knowledge and ability, process and method, emotional attitude and values, are by no means three teaching objectives; Whether the goal is effective or not depends on whether the teacher correctly interprets the teaching materials and accurately grasps the learning situation)-designing learning methods and teaching methods (what kind of teaching methods are chosen, especially the learning methods, which advocate autonomy, cooperation and inquiry, and the teaching methods depend on the learning methods)-designing course types and teaching methods (new courses, review courses and test paper evaluation courses should have different course types and adopt different teaching methods, that is, new courses will be different because of different contents. The following requirements for preparing lessons will help to understand what is an effective lesson preparation.
Requirements for preparing lessons
First, prepare lessons in advance. All teachers must prepare lessons before class. B, prepare lessons at least 2-3 classes in advance.
Second, standardize lesson preparation. A, the lesson plan plate should be complete, including topics, class types, objectives, difficulties, pre-class preparation, teaching process design and classroom, homework consolidation after class, blackboard writing design, teaching reflection and so on. B, put an end to collective lesson preparation instead of individual lesson preparation. Teachers who have achieved teaching results in the second half of the same class must have cases, and each teacher must make secondary preparations. If there is no second preview according to the class learning situation, it is considered as no preview.
Third, prepare lessons carefully.
(1) preparation before preparing lessons. A, study the curriculum standards, and understand the test sites. B, delve into teaching materials (or materials), through perception-understanding-mastering, clarify the important and difficult points, and make the content and objectives clear. C. integrate teaching resources. Teachers should get a lot of materials from books or the internet to prepare lessons, which is called cumulative preparation. D, analyze and understand the learning situation. E, determine the goals and difficulties, make it comprehensive and accurate, but also focus on the characteristics of teaching materials. Optimize teaching methods and learning methods.
② Design teaching plans. The design of lesson plans can adopt the unified printing format of teaching integration and the personalized preparation format, no matter what form it takes, it should reflect:
A. Teaching methods: learning before teaching, problem teaching, guidance and practice, and consolidation in class.
B, teaching principle: the principle of subjectivity. Teaching plan is a guiding scheme for students to learn effectively and a bridge for teachers to feedback their learning situation. Its essence is to provide students with learning guidance and autonomous learning resources. Teachers should take students' "learning" as the center when designing teaching plans, so that the designed lessons are highly targeted, and at the same time, they should infiltrate the guidance of learning methods to make students know how to learn; The principle of inquiry. Present teaching intention and guide students to explore and expose problems; Leading principle. Learning is the main line. The teacher doesn't say what the students can do, only the key and difficult points. Teachers go from taking students into books, to students approaching teachers with questions after previewing and self-study, from thinking before dispelling doubts and then consolidating, from text-centered to student-centered.
Attention should be paid to compiling teaching plans: problem design and example analysis should have appropriate gradients and be layered in a targeted manner; Knowledge carding should not be a simple copy and identification of book knowledge, but a strengthening of the frequency of knowledge in application; That is to say, combination of practice, consolidation in class, timely digestion and timely feedback; Strictly control the teaching time.