How to deepen the classroom teaching reform and improve the teaching efficiency

Classroom teaching reform is the central link in the implementation of the new curriculum. Around this center, teachers should continue to deepen reform, create a teaching mode of "autonomous learning and cooperative construction", realize major changes in teachers' teaching methods and students' learning methods, effectively improve classroom teaching efficiency, and provide inexhaustible motivation for the implementation of the new curriculum.

First of all, starting from the development and utilization of student resources, we should implement the student-centered teaching concept.

Traditional teaching attaches importance to the development and utilization of teachers' resources and ignores the important value of students' resources. The new curriculum concept advocates promoting students' active development, emphasizes students' development as the foundation, fully respects students' individual autonomy, takes the development and utilization of students' resources as the breakthrough of teaching reform, and establishes the basic requirements of "five whatevers" in classroom teaching reform, namely: 1. No matter what students can teach themselves, they should set aside time to teach themselves. Students are arranged to help each other learn anything that can be learned through study groups. 3. Whatever can be written by students, let them show it completely. Where students can draw their own conclusions, let them explore and draw their own conclusions. 5. Where students have questions, they must be allowed to think, discuss and show first, and then the teacher will give a targeted explanation. The teaching requirements of "five whatevers" run through the whole process of classroom teaching, so that students can study and live happily to the maximum extent and their resources can be fully developed and utilized.

Second, starting with the construction of classroom teaching mode, change teaching methods and learning methods.

Carry out "task-driven" teaching method and "cooperative learning" teaching, make full use of students' resources, and create a classroom teaching mode of "autonomous learning and cooperative construction". The teaching mode of "autonomous learning and cooperative construction" is a teaching mode that guides students to participate in teaching activities with learning tasks and is driven by students to complete tasks. Through students' autonomous learning and cooperative inquiry, teachers and students jointly construct the meaning of knowledge and realize the teaching goal. "Autonomous learning" is the development and utilization of students' individual resources, and "cooperative construction" is the development and utilization of teachers and students' group resources. This teaching mode consists of four basic links: autonomous learning, cooperative construction, systematic summary, diagnosis and evaluation. The whole process, from the design of pre-class learning tasks to the organization and operation of classroom learning activities, not only plays the leading role of teachers, but also embodies the teaching characteristics of designers, organizers, instructors and helpers, and pays attention to students' subjective status. The reform of teaching methods has promoted the change of students' learning methods, enabled students to give full play to their own learning role, and the classroom has truly become a world for students to learn. Autonomous learning, active participation, bold speech, daring to question, mutual assistance and mutual teaching, and cooperative learning should become the habits of students' classroom learning.

Third, change the strategy of preparing lessons to promote teachers' professional development.

In preparing lessons, teachers are required to change the way of preparing lessons from "only textbooks without students" in the past, and become the motive force of students' thinking activities and the creator and user of textbooks. In the strategy of preparing lessons, we should implement "dual track" preparation, that is, collective preparation before class and individual preparation after class. Prepare lessons collectively before class, highlight the research atmosphere, and ask teachers to be "four refined and one new". "Four Essentials": First, carefully design teaching objectives. Because the teaching goal is the soul of teachers' professional activities, the direction of each class, and the direct basis for judging the effectiveness of teaching. The second is to carefully design the teaching environment. Because the teaching environment is a curriculum resource that can't be ignored, and it is a place for learners to study and explore independently. The third is to carefully design the thinking space. Suhomlinski told us: "Being able to' tie' teenagers to your thoughts and guide them to knowledge through steps is an important feature of educational skills." The fourth is to ask questions carefully. To cultivate students' innovative spirit and ability, a basic problem should start with encouraging students to ask questions. "One creation" is the creative use of teaching materials. Teaching requires teachers to grasp the flexibility of teaching materials, and make appropriate selection, deployment and reorganization of teaching materials according to the requirements of curriculum standards and students' reality, so as to "believe in teaching materials without exclusion, and stand with them". In preparing lessons, we should highlight the function of reflection, examine and analyze various problems in teaching from the perspective of research and discussion, and not only be a designer and practitioner of teaching, but also a thinker and builder of teaching theory. Do "three checks and one writing" after class, that is, find bright spots, find reasons for failure, find remedies and write teaching reflections. Constantly innovate in research, develop in innovation, improve in development, and accelerate the pace of professional growth.

Fourthly, using teaching evaluation strategies to create a relaxed development environment.

Teaching evaluation strategy mainly refers to a series of value judgments made on the process and results of classroom teaching activities. In order to "create an education suitable for children" and implement developmental teaching evaluation, teachers should treat each student with a developmental perspective and give students the opportunity to evaluate many times. In the teaching evaluation strategy of our school, we have achieved "one initiative", "two stresses", "three combinations", "four persistences" and "five modernizations".

"One Advocacy": Advocating multiple evaluations. That is, before the summative evaluation, the evaluation subject gives guidance and help to the evaluation object and gives the opportunity to correct it.

"Two Attention": First, pay attention to the evaluation of classroom teaching effect by "teaching with learning", that is, evaluate the classroom teaching effect of teachers by observing students' participation, attention, communication, thinking, emotion and generation in classroom teaching. The second is to pay attention to the immediacy, immediacy and impromptu incentive evaluation of students' learning development process.

"Three combinations": First, self-evaluation is combined with other evaluations, with self-evaluation as the main factor. In self-evaluation, we designed an evaluation form "I know how much I have" to let students learn to evaluate themselves. In the mutual evaluation, the evaluation forms of "you in the eyes of your deskmate" and "Mom and Dad see my performance this month" are designed, so that students can learn the strengths of others in mutual evaluation. The second is the combination of process evaluation and summative evaluation, with process evaluation as the main one. In addition to random oral evaluation, daily evaluation also includes reciting small green cards and reading signature cards. In the summative evaluation, our school not only implemented the evaluation activities based on tests, but also designed a comprehensive evaluation table for students' academic performance. The third is the combination of qualitative evaluation and quantitative evaluation, with qualitative evaluation as the main one. Through the materials of the students' growth record bag, this paper describes the students' growth process and their respective characteristics, reflects the students' complete appearance, and helps teachers choose teaching strategies accurately.

"Four Persistences": According to the psychological characteristics of students, our school adheres to the principles of encouragement, development, autonomy and feasibility in teaching evaluation, and realizes the evaluation concept of "everyone is talented, everyone is incompetent, and everyone learns from each other's strengths".

"Five": First, the interaction of evaluation subjects. There are teachers' comments, students' comments, self-comments and parents' comments, which reflect the multi-subject participation of home-school interaction, teacher-student interaction and student-student interaction, and cultivate students' ability to cooperate and communicate with others. Second, the evaluation content is diversified. There are cognitive development, emotional development and will development. The third is the dynamic evaluation process. Evaluation not only pays attention to the results, but also pays attention to the process of students' growth and development, and evaluates students' performance and experience many times in order to promote the transformation and development of the evaluation object. Fourth, the evaluation methods are diversified. There are oral evaluation, homework evaluation, observation, test and growth record bag evaluation. Fifth, the evaluation time is randomized. In our school, evaluation runs through the daily teaching behavior, making evaluation everywhere. Practice has proved that evaluation is no longer a "sieve" for grading, but a "pump" for encouraging teachers and students to make progress.

In short, only by constantly reflecting on their own teaching, summing up experience, opening their hearts, communicating with students with an equal attitude, approaching them, going deep into them, knowing what they think, giving them what they need, and establishing effective teaching concepts from the perspective of students can teachers design teaching strategies, realize three-dimensional teaching and improve teaching efficiency.