How to get out of teaching misunderstanding and improve classroom teaching efficiency

It has been called for many years to reduce students' excessive academic burden, but it has never really been alleviated. There are complex social reasons for students' heavy academic burden, but from the perspective of education, the low efficiency of classroom teaching is the direct reason for students' heavy academic burden. Teaching efficiency and academic burden are twin brothers: classroom teaching efficiency is high, but students' academic burden is relatively reduced; If the classroom efficiency is low, the students' academic burden will inevitably increase. Due to the disadvantages of exam-oriented education, coupled with outdated educational concepts, single teaching methods and backward teaching methods, it can be said that classroom teaching in primary schools has generally fallen into the predicament of "teachers are tired, students are bitter and inefficient" to varying degrees.

First, although quality education is developing in depth, many reasons still restrict the improvement of classroom efficiency.

What are the problems in teachers' teaching ideas, teaching methods and students' thinking ability? Do some analysis.

(A) the "five centers" teaching model is an ideological obstacle that causes low classroom efficiency.

Chen Zhili, former Minister of Education, once said: "Our quality education is vigorous, and at the same time, our exam-oriented education is solid." For a long time, due to the shackles of outdated educational ideas, classroom teaching in some schools has formed a set of "five centers" model.

Teaching activities are teacher-centered. Teaching is a bilateral activity between teachers and students, with students as the main body and teachers as the leading factor. But from the general classroom teaching, there is no real understanding at this point. In many classes, "subject" becomes "object" and "leading" becomes "master". It is not the teacher's teaching that serves the students' learning, but the students' learning is subordinate to the teacher's teaching. Students' existing knowledge reserves, existing ability development level, learning methods and study habits can be ignored, and students have to revolve around teachers. I said, listen; I ask, you answer; I write, you copy; I give, you accept. In teaching activities, students have not achieved real subjective status, but become containers for passively accepting knowledge; Teachers are not the "leaders" of teaching, but the "masters" of teaching activities and become the center of teaching activities. In this class, students' initiative and enthusiasm are restrained, and their interest in learning is lost, so "bilateral activities" become "unilateral activities".

2. The teaching process is classroom-centered. Although the new curriculum reform has been going on for many years, many teachers seem to be confined to the classroom because of the influence of traditional teaching concepts. Therefore, teaching has become a closed teaching confined to the classroom, which makes students divorced from reality and society. Short classroom teaching can't meet the needs of students' all-round development. At present, the "three shortages" that are common among students-lack of self-education ability in thought, lack of self-care ability in life and lack of self-study ability in study-are the inevitable result of taking the classroom as the center.

3. Classroom activities are centered on the teacher's explanation. Although the new curriculum reform with quality education as the core is gradually gaining popularity, many new methods and concepts have been widely practiced. However, teachers, parents and students have not really come out of the previous mindset. Because teachers are still the center of teaching activities, teachers play a leading role, so teaching activities are explained by teachers according to their own pre-prepared content and designed teaching procedures. After the explanation, the teaching task is completed. As for the foundation of students, little consideration is given to the ability to accept. Teachers' explanation replaces students' thinking, and teachers' cognitive results replace students' cognitive process.

The teacher's explanation is centered on the teaching material. Many teachers only read textbooks and recite the subject from the book. The explanation in class is naturally centered on an isolated textbook. In this kind of teaching, only subject courses, compulsory courses and elective courses exist in name only. Although the activity class (extracurricular activities and social practice) has been written into the curriculum standard and included in the class plan, it has always been difficult to put it into teaching practice and become a dead letter.

5. All the explanations are centered on coping with the exam. Although the curriculum reform of basic education has been fully implemented, "monthly examination", "mid-term examination", "final examination" and "graduation examination" still play the role of baton, and teaching still adheres to the concept of "teaching while testing". Teaching is always running after examination questions. Speak more if you take more exams, speak less if you take fewer exams, and don't speak if you don't take exams. In particular, the graduating class organized teaching with exams as the center, and "the subject of teaching content, the serialization of topic content, and the standardization of answering points" became a universally popularized "experience".

(B) "Five Ones" teaching method is an obvious sign of inefficient classroom teaching.

Teaching methods are restricted by educational ideas, which are outdated, so it is impossible to use flexible teaching methods that meet the requirements of quality education. The following five common teaching methods have seriously affected the improvement of classroom teaching efficiency.

1, talk to the end, full house. More than 30 years ago, Mr. Ye Shengtao said: "There are still many Chinese teachers who take explanation as their service, thinking that students rarely understand it themselves, and they will only know it after explanation." This situation is still very common today, not only in Chinese teaching, but also in other subjects. Talking too much is a common problem in all kinds of teaching. In class, I am afraid that I am not thorough and uncertain. Some people think that you don't talk, as if you are sorry for your students. If you don't talk, you haven't done your duty as a teacher. If you don't talk, you have no level. There are also unspeakable psychological obstacles: fear of passing the exam will cause students to complain and leaders to blame; I didn't say it was my problem. If I say you can't answer, that's your problem. Therefore, when the class is over, the phenomenon of "full house" is not uncommon. Talking too much, talking too carefully and covering everything, students have no room to think and have no time to learn to think by themselves. No wonder some students appealed to the teacher: "Give me back my right to study, teach me the way to study, and leave me the time to study." Although some classes have polishing questions, their purpose is to serve the lectures, and the essence is still inseparable from the word "irrigation".

2, practice to the end, practice all over the house. Some teachers go from one extreme to the other, from a lecture to a practice, which is called intensive training. The teacher's teaching work has become "preparing lessons to find the list, throwing the list in class and explaining the answers." But the content of practice is often not carefully selected and carefully designed, but mostly hand-picked, lacking a clear purpose. It is not an essential exercise arranged in a reasonable teaching process, but a dispensable and mechanically repeated exercise. At the end of practice, the result of full-house practice is naturally a waste of students' time and energy.

3. After asking, ask all over the house. It is emphasized that heuristic teaching should be used to develop students' thinking ability, but some teachers have turned "full-time irrigation" into "full-time questioning". Often a sentence with complete meaning will be cut into several paragraphs. The teacher asked the first half of the sentence, the students answered the afternoon sentence, and uninspiring questions such as "yes", "right" and "how" flooded the classroom. It is called "heuristic method", but it is actually "lifting irrigation method" Students will "pour" by asking questions until they get into the condom designed by the teacher in advance and make it "obedient". This question is over, and another question comes again. All classes are like this. Where are the students' learning interests? How can teaching efficiency be low?

4. At the end, it was full. The point is to return the reading time to the students. Some teachers let students read by themselves in class, without guidance, tips, specific requirements, how to read, no inspection, no feedback, and the students finished reading, without sketching or writing comments. Some are like young monks chanting scriptures, unintentionally; Some don't talk or think. It is called "self-study", but it is actually "freestyle".

5, finally a mess, a mess. Some teachers lack the ability to organize and control classroom teaching, with lax discipline and chaotic management. Classroom is like "herding sheep", without normal teaching order.

(C) Five kinds of defects in students' thinking are hidden signs of inefficient classroom teaching.

In essence, the process of classroom teaching is the process of thinking and activities of teachers and students, and the process of cultivating students' thinking ability. Although it was proposed in the late 1970s and early 1980s to cultivate students' ability and develop their intelligence, from the current classroom teaching, students' thinking activities are not sufficient, and there are five kinds of defects.

1, dependent. Nowadays, most students are "book-oriented", so how to think according to what the book says and what the teacher says? Usually, I learn by rote, answer exams, follow suit, and lack the ability to think independently. Dare not question and speculate boldly, can't find and think about problems by themselves, and even lack the ability to analyze and deal with problems easily, forming a closed state of mind, which is the crux of "high scores and low abilities".

2. unique. He is not good at understanding things and dealing with problems from the aspects of whole and part, phenomenon and essence, cause and effect, accident and necessity. Narrow thinking and simple thinking are often manifested in isolated linear thinking, which is characterized by singleness, unidirectionality and one-sidedness, lacking dialectical thinking and three-dimensional thinking ability, seeking common ground more than seeking differences, and horizontal thinking more than vertical thinking.

3. disorder. Most students can't adapt and assimilate what they have learned, build their own cognitive structure, and are not good at sorting out what they have learned. Many students are still in a disorderly and unorganized state after graduation, unable to form knowledge chunks, knowledge networks, unclear knowledge levels and unable to build a knowledge system.

4. Light exposure. Thinking is superficial and lacks due depth. Often know one, don't know the other; You know why, but you don't know why. Reading is only a superficial understanding. When thinking reaches the language level, it will only be touched, and it is impossible to go deep into the meaning level and understand the true meaning of the article. I don't know how to knock on the material shell of language, follow the image of civilization and follow the words to understand Tao. Therefore, in reading, we can only understand the surface explicit information, but can't dig out the deep implicit information.

5. slow. Slow thinking, not agile. Reading is slow, homework is time-consuming, and composition is often not finished on time. I'm not good at association and imagination. I can't get around it by giving inferences.

There are other manifestations of poor classroom efficiency, which are not listed here. Recognizing the performance of classroom inefficiency is the first step to improve classroom efficiency. There are many reasons for the inefficiency of the classroom. In addition to the quality of teachers, the imperfection of the current teaching quality evaluation system is also an important reason for the low efficiency of the classroom. Facing up to the reality of inefficient classroom teaching is by no means blaming the teacher. To change the inefficient situation of classroom teaching, we must comprehensively manage it.

Second, the current situation of low teaching efficiency should be rectified from the source and comprehensively managed.

(1) change your mind. Teachers, students and parents should change their ideas and form a correct concept of quality and efficiency. They should not only pay attention to books and grades, but also understand the requirements of the talent concept of 2 1 century, pay attention to practical ability and cultivate innovative spirit.

(2) Strengthen theoretical study. Educators should strengthen theoretical study, arm their minds with correct and advanced educational theories and arm their teaching. Resolutely abandon your previous mindset, behavior stereotype and mode stereotype. Study and implement the spirit of the new round of curriculum reform.

(3) Strengthen actual combat drills. Learning advanced theories and experiences must be verified by our own teaching practice. This transformation process is divided into three levels: one is the direct application of relatively mature methods in some units; The second is to test the new ideas and models suitable for local conditions obtained through experiments; Third, it has opened up a variety of practical ways and forms, providing a broad space for the process of practical exercise.

(4) Formulate a feasible evaluation system. Through various forms of general education and training and multi-level experimental demonstration, it is an important task of the current curriculum reform to formulate an evaluation system that conforms to the reality of teachers and students and the reality of the school district and guide teaching activities. Every educator should pay attention to the whole process of his own teaching and the whole process of students' thinking, record, improve and promote the things reflected in each process, and form a scientific evaluation system, so as to standardize teaching activities and improve teaching efficiency.