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What is an efficient classroom?
Efficient, this problem has been discussed a lot. But there is a basic description, which is to use as little time, energy and material resources as possible to achieve the best teaching effect. The best teaching effect can be reflected in the following two aspects:

The first is to maximize efficiency. That is, the amount that students benefit from per unit time. It is mainly manifested in the classroom capacity, the academic burden inside and outside the class and so on.

The second is the optimization of interests. That is, the positive degree of students being influenced by education and teaching. Mainly manifested in interest cultivation, habit formation, learning ability, thinking ability and quality and many other aspects.

Only the maximization or optimization of efficiency is not an "efficient classroom" in the true sense. Only when the two are harmonious and unified can an "efficient classroom" be formed. In short, "efficient classroom" can be summarized as: light burden, low consumption, full dimension and high quality.

What is an efficient classroom?

First, the so-called efficient classroom must be that every student has something to do at every time. Under the new curriculum conditions, we emphasize that paying attention to every student is not a fashionable idea, but a necessity to ensure classroom efficiency.

Secondly, the so-called efficient classroom is to let students accumulate knowledge, solve problems, optimize methods, improve their ability and learn efficiently in a specific class.

Third, an efficient classroom should make children feel comfortable and have a good psychological environment for safe study. Efficient classroom is the efficiency of students' learning. Why not talk less and focus on eliminating students' homework?

Five standards of classroom teaching evaluation

One is to "limit" teachers' teaching time and control teachers' teaching time. Under normal circumstances, teachers are required to teach for no more than 15 minutes, speak accurately and achieve "three stresses and three stresses". "Three stresses" refers to stressing key points, difficulties, mistakes, confusion, omissions, rules and methods; The "three don't talk" means that students don't talk about what they have learned, what they can learn, and what teachers say that students don't understand.

The second is to "let go" of students' learning, and under the guidance of teaching "real questions", let students learn independently, actively and exploringly. Including students' learning methods, students' thinking, students' communication and students' learning results.

Thirdly, the interaction should be multidimensional, including the interaction between teachers and students, students and students, and students and teaching intermediaries.

The fourth is to "combine" lectures and exercises, so as to follow up the practice-test-feedback-correction in series.

Fifth, the teaching mode should be "effective". No matter what kind of teaching mode, it depends on whether students have experienced a serious thinking process, whether they have learned to use appropriate learning methods while mastering knowledge, and formed positive emotions, attitudes and values. According to these five standards, various disciplines have formulated relatively comprehensive evaluation rules respectively.

Basic characteristics of a good class

Professor Ye Lan believes that there is no absolute standard for a good class, but there are some basic requirements. As far as the "new basic education" advocated by her is concerned, it is roughly manifested in five aspects.

First, it makes sense. Professor Ye Lan said that in class, students' learning must be meaningful first. The preliminary significance is that he has learned new knowledge; Further, he exercised his ability; Forward refers to having a good positive emotional experience in this process and generating a strong demand for further study; Further development, he became more and more active in his studies. She said that only by studying in this way can students learn new things. When students are in class, "Is there any change before coming in and when going out?" If there is no change, it is meaningless. If everything goes well in class and the students know what the teacher said, then why do you want to take this class again? In other words, a meaningful class should be a solid class first.

The second is efficient. She believes that efficiency is manifested in two aspects. First, on the surface, how many students in the class finish this course is effective, including good, medium and difficult to learn; The second is the efficiency level. Some are higher and some are lower, but if it is inefficient or only effective for a few students, then this class can't be regarded as a better one. In this sense, a good class should be a substantial class. Everyone has something to do in the whole process. Through the teacher's teaching, some changes have taken place in the students, and the whole classroom is full of vitality.

Third, make money. Ye Lan said that a class should not be completely pre-designed. In the classroom, both teachers and students should have emotion, wisdom, thinking and energy input. There is an interactive process and the atmosphere is quite active. In this process, there are both the generation of resources and the generation of process state. Such a class can be called the rich class.

Fourth, normality. Ye Lan said that many teachers are deeply influenced by open classes and observation classes, and once they start classes, they are prone to over-preparation. The teacher worked hard before class and the students were very excited. When they get to class, they perform with what they have prepared, and there is nothing new to present. Of course, the preparation before class is beneficial to students' study, but the classroom has its unique value, because it is a public space and needs the collision of thinking and corresponding discussion. In this process, teachers and students have produced a lot of new knowledge. The "new basic education" advocated by her opposes borrowing classes in order to make teachers downplay the concepts of open classes and observing classes. In her view, open classes and observation classes should be "seminar classes". Therefore, she warned the teachers: "No matter who is sitting in your classroom, even the minister or the mayor, you should be there. You are teaching for children and students, not for the audience. You should be' no one else'. " She called this kind of class a dull class, and stressed that this kind of class is a class that can be attended at ordinary times, not a class that needs a lot of help.

Fifth, it needs to be improved. She believes that the class can't be perfect, and the perfect class is the easiest to fake. If it is true, it will have shortcomings. There is no problem in taking public classes and observing classes. This preset goal is wrong in itself. This kind of presupposition adds a lot of psychological pressure to the teacher, and then makes a lot of preparations, and the final effect is often not "brilliant". She thinks that the textbooks in life should be perfected in the future, and such a class is called a real class.

Determination of efficient classroom teaching objectives

According to the certainty of classroom teaching objectives, teachers should first formulate specific objectives of units and class hours according to the three-dimensional objectives of curriculum standards, the specific content of teaching materials and students' cognitive level. Teaching objectives are not only the starting point of behavior, but also the direct basis for judging whether teachers' teaching is effective.

The expression of teaching objectives should pay attention to the following aspects:

First, goal orientation is the expected learning result of students. Therefore, the subject of behavior should be students, and all students.

Second, the behavioral verbs used should be clear and easy to understand, and should not be vague, because the teaching objectives are also the basis of after-class evaluation.

Third, the performance of students' behavior should be specific, for example, there are five solutions to a problem. When making teaching objectives, it can be specifically stated: "Write at least three solution plans", "60% of students can list five solution plans", and so on.

Fourthly, the uncertainty of classroom teaching produces the generation of classroom resources. Teachers should not only give students time and space to generate, but also be good at grasping the bottom line (preset goal) of teaching efficiency, and be good at choosing the resources generated interactively in the classroom from the resources generated by each student, so as to promote the resources generated in the classroom to better serve the pre-designed goals and enhance the effectiveness of classroom teaching.

Fifth, education departments should strengthen the construction of scientific evaluation system, because scientific evaluation system is an important guarantee to achieve curriculum objectives.

Sixth, the certainty of classroom teaching requires teachers to have strong classroom control ability and classroom management ability, so as to urge each student to increase the practice time in classroom teaching.

Seventh, the uncertainty of students' active construction in classroom teaching requires teachers not only to respect differences, but also to be good at guiding students to learn from each other and carry forward the wonderful classroom brought about by differences. Teachers should face different students to carry out differentiated teaching, so that students can get differentiated development.

The Goal Determination of "Efficient Classroom"

At present, our school is making every effort to create an "efficient classroom". The center of efficient classroom is: everything is student-centered and happiness-oriented. Reasonable and appropriate teaching objectives are the premise of high efficiency. So how to determine the goal to make the classroom efficient?

First of all, we should make clear the teaching objectives.

Teaching goal is the starting point and the end result of teaching activities, which is scientific, reasonable, clear and detectable. In teaching, whether teachers can use reasonable teaching objectives according to students' specific conditions will be one of the prerequisites for obtaining college classrooms.

Second, strengthen the discussion of teaching objectives.

1. Make clear the teaching objectives of this class. The teaching objectives should be clear, the lecturers should understand, and the students and lecturers should also understand the teaching objectives of this class.

2. Is the goal of this class comprehensive? Mathematics teaching process should be a spiritual production activity under the guidance of three-dimensional goals. Around the learning content, fully understand the three-dimensional goals, that is, knowledge and skills, processes and methods, emotional attitudes and values. It is not only the premise of carrying out teaching activities smoothly, but also an important guarantee for classroom teaching to achieve the expected results.

Third, present the teaching objectives reasonably.

1, the presentation of teaching objectives should permeate all aspects of teaching, complete a teaching task, present a teaching objective, disperse the objectives, make a breakthrough, and facilitate students' acceptance and digestion.

2. Whether the objectives of knowledge and skills are clear; Whether to emphasize the process and method of students acquiring knowledge; Whether emotional attitudes and values highlight the key points.

3. Teaching objectives are drawn up by teachers before class. In the actual teaching process, they may not completely conform to the students' learning situation, and will deviate from the goals set by the teachers before class. Therefore, teachers should adjust in time according to the specific situation.

Fourth, build an efficient classroom.

The new classroom teaching requires fully mobilizing students' enthusiasm, autonomy, cooperation and exploration. Teachers should talk less and give students as much time as possible to truly implement students' dominant position. The sign of an efficient classroom is not how much the teacher talks, but how much the students read, think, do and gain. Therefore, when determining the goal, we should fully consider the relationship between speaking and learning and design all aspects of the classroom.

In short, only by determining the goal of each class, making it reasonable and effective, and thus building a pragmatic and efficient classroom, can we truly realize the rejuvenation of education.