On How to Construct Efficient Classroom

Abstract

The efficient classroom is a kind of teaching form, which shows that the teacher teaches easily and the students learn happily; It is a teaching form that integrates students 'cognitive construction and emotional activation, teaching control and situational creation. Efficient classroom is also a teaching ideal, its meaning is to produce a real teaching power, traction, guidance. The implementation of efficient classroom teaching is the eternal theme of teaching and the eternal pursuit of teachers. Keywords—Efficient, classroom teaching Efficient classroom is to achieve the best possible teaching effect with as little manpower, material resources and time investment as possible. [1]That is, to achieve the "three-dimensional goal" of education and teaching in unit time, to increase the enthusiasm of students to participate in the "teaching phase" process, and to cultivate students 'interest in participating in exploration and cooperation. Improve the ability of students to connect theory with practice, find problems and solve them effectively, and the ability of dialectical thinking. I will talk about how to make our classroom more efficient from two aspects of the extracurricular class. I. BEING BUSY OUTSIDE THE CLASSROOM One minute on the stage and ten years under the stage", in order to achieve effective classroom performance, teachers must prepare kung fu before taking classes. It is not only necessary to spend time studying teaching materials, understanding teaching materials, carefully studying the teaching difficulties, but also to understand the actual situation of students, select the "entry point" of classroom teaching according to students 'cognitive laws, and rationally design teaching activities. Consider the details of classroom teaching carefully, take into account the cognitive bias that may occur in the classroom, and design emergency plans according to the possible situation to ensure the smooth progress of classroom teaching. Also design high quality targeted classroom exercises.[2] The first step is to read the textbook. As a teacher, we must read the teaching materials before preparing the lesson, and strive to prepare the lesson accurately. We must clarify the knowledge points and knowledge blocks learned in each lesson in the entire unit chapter and the role of the entire textbook. At the same time, it is also possible to introduce relevant extracurricular materials into the classroom, so that existing textbooks and extra-curricular materials complement each other, making our classrooms more flesh and blood. Sometimes, in order to better implement teaching, we need scientific reorganization of teaching content and bold transformation of teaching materials. Let the textbook "be used for me, for living". Second, elaborate assumptions. A dynamic class must create effective and efficient presets. If, to the classroom teaching step careful preset is the foundation stone of the effective classroom essential, then the introduction is undoubtedly the wonderful classroom finishing touch.[3] Teachers should design and layout according to the content of teaching, the focus of learning and the actual situation of students. The methods of importing can be varied. They can be image import, story import, multimedia import, but also current affairs import, case import in real life, or use questionnaire survey methods to design problems to find out problems. Third, natural generation. A successful and effective lesson can not be separated from the preset nor can it be generated. Teaching in full accordance with the preset will lead to ignoring or ignoring the autonomy of students 'learning, although this class is how interconnected, highlighting the teacher's personal wonderful performance; However, if you blindly pursue the immediate "generation" in the classroom, perhaps this class will be lively, but because of the lack of goals, there will be a phenomenon of "non-shooting". No matter how it is generated, teachers can not forget their own guiding role. Presupposition and generation should complement each other and act on each other, promote generation through default, and complete the preset goal through generation. Let the classroom teaching links in the preset natural generation, full of flexibility. For example, the naturally-generated classroom summary allows students to feel "after the sound, three days," and plays a sublimation effect.