Improving Classroom Efficiency Reflection on focusing on classroom effectiveness and improving classroom efficiency is not only one of the core concepts of the new curriculum reform, but also a practical need for education and teaching.

However, our current teaching, especially classroom teaching, pays little attention to research and practice in this area.

This not only wastes valuable classroom teaching time, but also delays the best time for students to learn.

Some experts conducted a survey and found that at present, about 50% of primary and secondary school teachers’ ineffective work is done.

Although this survey result does not reflect all the facts and may seem a bit exaggerated, one thing is certain, that is, the phenomenon of ineffective teaching is prevalent in all disciplines.

So, how to improve the effectiveness of the classroom?

Through a large number of lectures, class evaluations and my own teaching reflections, the author takes the Chinese class as an example and plans to make a statement from four aspects: the selection of teaching strategies, the art of classroom questioning, classroom time management, and the efficiency of lesson preparation.

1. Choosing the best teaching strategy A big reason for the problem of ineffective teaching in the classroom is first of all the teacher's choice of classroom teaching strategies. The phenomenon of teachers talking to the whole class and filling the whole class with words has been around for a long time.

According to Lu Yiru's "Active Learning", a large-scale educational psychology study found that the teaching efficiency produced by different teaching methods is very different. The average rate of students remembering the content taught is: Teaching method memory

Teachers teach 5%, students read 10%, use audio-visual combination 20%, teachers demonstrate 30%, students discuss 50%, students practice 70%, students teach others 95%. In reality, the ratio of teaching methods used by our teachers is almost the opposite: Teaching methods

Adoption rate: Teachers teach 95%, students read 80%, use audio-visual combination 70%, teachers demonstrate 65%, students discuss 45%, students practice 20%, students teach others 5% The survey found that 53.5% of teachers teach 15-25 minutes per class.

31.3% of teachers teach for 25-35 minutes, 14.1% of teachers teach for 35-40 minutes, and 1% of teachers teach for more than 40 minutes.

Facts have proved that the teaching methods used most by teachers are actually the least efficient ones, which has to be thought-provoking.

Of course, the choice of classroom teaching strategies cannot be generalized, but must be combined with the teaching materials and the actual situation of the students. However, effective means such as the use of audio-visual combination, teacher demonstrations, student discussions, and practice can be given priority. Those with conditions can make full use of the conditions, and those without conditions can

We can work hard to create conditions and fully respect the laws of learning psychology so that teachers can get twice the result with half the effort.

2. Improve the art of asking questions in the classroom. Some teachers ask questions in class that are too simple and students can answer them in unison. It is better to ask less questions like this. Since there is no need to think, it will not be of much help to students.

In some classrooms, the questions thrown out are like a bundle of cluster grenades. Students cannot even remember or understand what the questions ask, let alone solve them, thus wasting valuable classroom teaching time.

Some teachers just asked a question and immediately asked students to answer it. There was only a second or two in between, and the students had no time to think before they were called on to answer. It can be seen that there is no sincerity in the interaction, and the effect can be imagined.

Some questions go straight to the topic without any preparation at the beginning of the new class. Some questions are beyond the students' ability to understand, so no one can answer them. The teacher has to ask and answer himself, and talk to himself, which is not only wasteful

It wastes teaching time and dampens students’ self-confidence.

After the implementation of the new curriculum, some teachers thought that in order to update the concept, they had to think of new tricks, but they did not respect the teaching materials. Some of the questions were too empty and divorced from the text. They only used the text purely as "use items" and "props", which was a waste of time.

text resources.

For example, at the second national "Shengtao Cup" Chinese Classroom Teaching Competition held recently in Yixing, Jiangsu Province, a contestant taught "The Book of Songs? Jingnu" and had a 40-minute class, but spent 15 minutes in class teaching students

If you imagine the scene where the hero and heroine are dating, the teaching effect may not be good if you stray from the text.

If the time can be shortened and extended to comparative reading of other similar chapters in The Book of Songs, it may be more efficient and better.

Seeing these problems and avoiding them is undoubtedly of vital significance to improving classroom effectiveness.

3. Pay attention to the management of classroom teaching time. A class of 40-45 minutes should be divided into three major sections.

According to the theory of "Zone of Proximal Development" in learning psychology, the introduction of the classroom, the stimulation of students' thirst for knowledge, the creation of a teaching atmosphere, and guiding students to have a general understanding of new knowledge are very important. These preliminary preparations take about 10 minutes.

Left and right are better.