How American Teachers Improve Classroom Teaching Efficiency
Many experts, scholars and educators are very concerned about improving the efficiency of classroom teaching. How to improve the efficiency of high school classroom teaching is a problem that every high school teacher should think about. Classroom teaching is the most important and basic organizational form in high school teaching activities. In addition, high school students have little extra-curricular time, and most of their knowledge comes from the classroom, so it is particularly important for teachers to improve classroom teaching efficiency. This paper will introduce some methods and principles for American senior high school teachers to improve classroom teaching efficiency. Seize the opportunity when students have learning needs, teachers should respond quickly. At this time, teaching is the most effective. Even if the teacher is thinking about other things at this time, the teacher should try his best to help the students solve the problem. When students are willing to study, teachers should immediately give relevant information about students' questions, and then they can supplement some other learning knowledge. Let students learn to plan. Teachers can't guarantee students' learning just by introducing information to them. In order to make students really learn knowledge, teachers need to make students aware of their learning needs and learning results. Teachers need to help students set achievable goals. With the progress of teaching, teachers can choose some teaching strategies and materials that require students' direct participation to further integrate students into the classroom. For example, teachers can arrange students to play roles. No matter which teaching strategy teachers choose, they should try their best to give students a chance to test their ideas. From easy to difficult, when explaining some knowledge that students know better, teachers will feel that teaching is very easy. When teaching new unknown knowledge, teachers should compare it with old known knowledge so that students can master new knowledge more easily. If students have the opportunity to master simple concepts first and then apply these concepts to complex problems, then students will feel that they have gained more learning gains. Teachers need to remember that some students think this is a simple problem, while others may think it is complicated, so teachers must consider the differences between schools and society when making teaching plans. Adapt to students' favorite learning style. The learning speed and effect of students depend not only on their wisdom and previous education, but also on their favorite learning style. Visual learners will get the best learning effect by watching or reading what the teacher says, while auditory learners need to listen and tactile learners need to do it. If teachers understand students' learning style, they can adopt teaching activities and teaching tools that adapt to this learning style, which means that teachers may get more successful teaching opportunities. Teachers can evaluate students' learning styles by observing students or communicating with them. Another way to make learning materials meaningful and promote learning is to make learning materials relevant to students' lifestyles. For students, learning materials is meaningful. The easier it is for them to master it in a short time. Teachers who allow students to use knowledge immediately should provide students with opportunities to use new knowledge and skills to strengthen their study and build confidence. Timely application of knowledge can turn learning into "real world" and provide students with opportunities to solve problems and give feedback. Regular rest plan Although teachers hope that students can quickly master the knowledge stipulated in the teaching plan, students' energy is limited. When the teacher's guidance is too complicated or lengthy, students will be at a loss and find it difficult to accept the teacher's teaching. Teachers must recognize the signs of students' psychological fatigue and let students learn to relax. Tell the students about their progress. When students realize their progress, learning will become easier. Teachers' positive feedback can promote students to study harder, because students feel that their goals can be achieved. At the same time, teachers can also ask students their own feelings. Students may be willing to evaluate their progress in learning, and teachers' feedback helps students to evaluate themselves. Encourage students' enthusiasm for learning, and teachers' praise is conducive to prompting students to continue to maintain this ideal academic performance or behavior. As a means of education and teaching, encouragement plays an outstanding role in transforming underachievers, especially in creating a democratic, equal and harmonious teaching atmosphere for teachers and students. Encouraging students in a timely, adequate and appropriate manner will often get twice the result with half the effort.