The research topic of "efficient geography classroom" in the geography group of Zhouzhi No.1 Middle School is mainly to study what methods, means or schemes are adopted in geography classroom teaching, so that students can have extraordinary gains, extraordinary improvements and extraordinary progress in their studies. Specifically, it is to let students never understand, from knowing less to knowing more, and never attend meetings; Emotionally, I have never liked it, never loved it, never been interested. To sum up, there are three aspects: one is high efficiency, the other is good effect, and the third is great benefit. First of all, the question is raised. With the continuous advancement of new curriculum reform and the deepening of quality education, it is increasingly necessary to change the traditional teaching concept and think and solve problems with new ideas and methods. In this case, actively exploring the classroom teaching mode under the new situation has become an important way to comprehensively improve the quality of education and teaching. By learning from the successful experience of Dulangkou Middle School, the quality of education and teaching has been significantly improved. Our school puts forward the research on the teaching strategy of "efficient geography classroom" as the subject. In the process of implementing the new curriculum and quality education, our school has always regarded the study of high-quality and efficient geography classroom as an important breakthrough. While following the laws of education and teaching and students' cognition, we constantly reformed teachers' teaching methods and students' learning methods, boldly innovated the teaching management mechanism, and summed up the "efficient geography classroom" teaching mode of learning first and teaching later. Second, the definition of efficient geography classroom is aimed at the ineffectiveness and inefficiency of geography classroom teaching. The efficiency of geography classroom teaching refers to the efficient and high-quality completion of teaching tasks in unit time (usually a class) and the promotion of students' efficient development through the guidance of teachers and students' active learning and thinking process in normal geography classroom teaching. Efficient geography classroom "high efficiency" means that in geography classroom teaching, teachers follow the objective laws of teaching activities and invest as little time, energy and material resources as possible to achieve the best teaching effect, so as to achieve specific teaching goals and meet the educational value needs of society and individuals. That is, through geography classroom teaching activities, students can have extraordinary gains, extraordinary improvements and extraordinary progress in their studies. The concrete manifestations are as follows: in cognition, students never understand to understand, from less knowledge to more knowledge, and never attend meetings; Emotionally, I have never liked it, never loved it, never been interested. To sum up, there are three aspects: one is high efficiency, the other is good effect, and the third is great benefit. "Strategy" is a way, method or scheme that can achieve high efficiency in geography classroom. For example, optimize teaching design, pay attention to the life growth of teachers and students, optimize teaching content, promote students' learning success, optimize teaching methods, give full play to students' main role, optimize teaching emotion, build a harmonious relationship between teachers and students, optimize teaching evaluation, show students' thinking ability, optimize time arrangement, create a brand-new learning classroom, optimize learning guidance, explore the best teaching methods, optimize supervision mechanism, and ensure students' full participation. Third, research summary Efficient teaching originated from the scientific movement of western teaching in the first half of the 20th century, and was the product of the debate on "Teaching is art or science". Its core is to regard students' progress and development as the only criterion to measure teaching efficiency. Foreign countries began to study classroom teaching efficiency from the beginning of the 20th century. So far, they have analyzed various factors that affect the efficiency of geography classroom teaching. 1.At the beginning of the 20th century, people began to study the relationship between teachers' characteristics and teaching efficiency. 2. In 1960s and 1970s, the relationship between geography classroom teaching activities and teaching efficiency was studied. (1) Pay attention to students' learning. The main researchers are Gagne, Bruner, Ausubel and others. (2) Pay attention to the relationship between teachers and students. (3) Pay attention to teachers' teaching strategies and students' learning strategies. 3. Teaching media and teaching efficiency. (1) microteaching. In the early 1960s, microteaching originated from Stanford University in California, USA, aiming at cultivating and improving teachers' practical operation ability in geography classroom teaching. 2) New technology and teaching efficiency. American scholar Blanz Ford (1999) believes that because many new technologies are interactive, it is easier for us to create a teaching environment in which middle school students can learn, get feedback and constantly improve their understanding and construct new knowledge through practice. In recent years, the teaching strategies of "efficient geography classroom" have been studied in China. Li, a professor at the School of Educational Sciences of Nanjing Normal University and a doctor of education, believes that efficient classroom teaching should be an educational activity that organically combines the speed, effectiveness and safety of teaching. There are many strategies for efficient teaching in geography classroom, but it is very important to deeply understand students' finding the breakthrough point of effective teaching, giving full play to the guiding role of teaching objectives, diversified teaching presentation strategies, skillfully controlling the operation of teaching time, mastering teaching art skills and giving targeted learning guidance. Fourth, the research significance 1. It is conducive to truly reducing the increasingly heavy teaching burden; 2. It is beneficial to cultivate and bring up a team of high-quality teachers; 3. It is conducive to quickly adapting to the curriculum reform promoted by the country; 4. It is beneficial to improve the running level of experimental middle schools. V. Theoretical basis (1) Constructivism theory. This theory is of great significance for developing and perfecting the curriculum and teaching theory in China and guiding and promoting the reform of geography classroom teaching in China. The soul of constructivism teaching theory is that people's knowledge is not passively accepted, but actively constructed through their own experience. It is pointed out that teaching should strive to make students construct their own knowledge, rather than asking them to copy and superimpose knowledge. Emphasis on student-centered, emphasizing that students are irreplaceable subjects in learning activities. In learning activities, students have the need and possibility to actively choose, discover, think, explore, answer and ask questions. (2) Teaching optimization theory. Babanski believes that in order to achieve the goal of teaching optimization, it is necessary to analyze students' situation and teaching tasks, clarify teaching contents, choose teaching methods and modes, draw up teaching progress, and measure and analyze teaching results. The key to optimization is to analyze the main and essential things in the textbook to ensure that students can master these contents; The second is to choose teaching methods and ways that can effectively grasp the content and complete the learning task, and carry out differentiated teaching. (3) Effective teaching theory. This theory originated from the western science teaching movement in the first half of the 20th century. The core of effective teaching theory is teaching benefit. ① "Effective teaching" pays attention to students' progress or development; ② "Effective teaching" pays attention to teaching efficiency and requires teachers to have the concept of time and efficiency; (3) "Effective teaching" requires teachers to have reflective consciousness, and requires every teacher to constantly reflect on his daily teaching behavior; (4) "Effective teaching" is also a set of strategies. Effective teaching requires teachers to master relevant strategic knowledge so that they can make decisions when facing specific situations. (4) meaningful learning theory. Meyer believes that teaching must meet three conditions: helping learners choose relevant information, organizing information and integrating information to promote meaningful learning. Therefore, meaningful learning depends on the active construction of knowledge in the learning process. The research purpose of intransitive verbs (1) is to improve the geography classroom teaching mode and explore the rules of efficient geography classroom teaching. (2) Promote teachers' professional development and improve teachers' geography classroom teaching level. (3) Teach students to learn actively and stimulate their inner learning motivation. (4) Reduce students' learning burden and teachers' work intensity. Seven, research content to improve the efficiency, effectiveness and benefit of geography classroom teaching strategy. Aiming at the problems of low efficiency, poor effect and small benefit in current geography classroom teaching, this paper analyzes typical cases and puts forward operable reform measures in research and practice. 1. Effective lesson preparation strategies. 2. Effective strategies for geography classroom teaching. 3. Effective strategies of teaching evaluation. Eight, research methods 1. A summary of educational research methods. 2. Educational investigation and research methods. 3. Educational action research method. 4. Education case study method. 5. Educational narrative research methods. 6. Educational experience summary research method. 7. Educational experimental research methods. Nine. The response and benefit of the research project The research project of "Efficient Geography Classroom" in our school focuses on the reform of geography classroom teaching, and has made gratifying achievements in stimulating students' interest in learning, improving students' participation in geography classroom learning, and cultivating students' autonomous learning ability. X. Discussion on Problems The teaching research of "Efficient Geography Classroom" is a quite extensive topic, and there are many problems worth studying. In the process of research, only some superficial problems are involved. We only want to study the relationship between teachers and students, class culture, non-intellectual factors and many other fields, but we have not conducted in-depth research. In the future research process, we will further broaden teachers' ideas and horizons, and study the teaching strategies of "efficient geography classroom" from more angles.