Use wisdom to find the key to efficient classroom.

-the feeling of participating in the "three-to-one" classroom teaching competition in the school.

Classroom is the free kingdom of teachers and the soil for students to thrive. Only when teachers' teaching is rooted in the classroom can they produce fruitful results. Abstract: classroom teaching is not only a technology, but also an art. It needs teachers' heart, emotion and wisdom to open the door of students' knowledge, so as to find the key to efficient classroom.

In order to deepen the reform of classroom teaching and improve the quality of classroom teaching, Langshan Peiying School held a "three-to-one" teaching competition in Zhile classroom on April 4th and 5th, 20 18/kloc-0. Thanks to the kindness of the expert jury, I was deeply moved by the honor of winning the crown of the high school Chinese group. I want to take this opportunity to talk about my superficial teaching experience and discuss it with my colleagues. Please criticize and correct my mistakes.

This course, as the first round of review for senior three, aims at coping with the college entrance examination, familiarizing students with the requirements of "image-text conversion" in the college entrance examination, clarifying the examination direction, imagining the general methods to solve such problems through the explanation of typical examples, and summarizing the skills to improve the regularity of solving problems in the college entrance examination. So the purpose of classroom teaching is very strong. The attached teaching objectives and difficulties are as follows:

In this class, I start from the reality of students' life, use local materials, introduce topics and contact the college entrance examination. Two logos are introduced in the design, one is the brand enterprise logo, and the other is the school emblem.

I put the focus of the discussion on the school emblem, so that students can speak freely, because this school emblem is on the students' uniforms and on the front wall of the classroom podium. Students have a high interest, heated discussions and many different views and understandings. But I didn't talk about my own point of view, and I didn't summarize the students' understanding, so I asked the students to take this question to connect the interpretation of this graphic transformation in the college entrance examination-LOGO test center.

After reading the test center, I made some explanations on the proposition method, problem-solving method and problems that should be paid attention to, and then discussed typical examples with students to interpret the operation steps of problem-solving method in detail. After summing up the specific steps to solve the problem, at this time, I ask students to interpret the pattern and meaning of the school emblem into words and show their personality. Of course, they are allowed to discuss the problem fully. Subsequently, I designed the component elements and moral topics of "Chinese environmental protection symbol" as a test of classroom teaching objectives, and discussed them in groups. The group elected representatives to show the results, and I gave appropriate instructions. Then there is the class summary and practice arrangement.

After class, I took the initiative to talk to senior judges about the problems in my class. I listen to their opinions and suggestions with an open mind and seriously reflect after class. I think:

As the saying goes, "if a worker wants to do a good job, he must sharpen his tools first." Method is the weapon to win and the key to success. Therefore, actively thinking about good teaching strategies is the key to finding an efficient classroom. Looking at the college entrance examination questions in recent years, the humanistic characteristics of the questions are becoming more and more prominent, and the requirements for students' perceived potential are getting higher and higher, which requires teachers to change their teaching methods accordingly.

Chinese classroom should dare to get rid of the influence of old ideas, old habits and old traditions, and not only pay attention to the teaching and dissemination of 45 minutes of classroom knowledge, but ignore the cultivation of students' potential and intellectual development. The essential attribute of Chinese subject is the study and application of language, and Chinese course is the synthesis of reading, writing, listening, speaking, rhetoric, logic and other factors. It is impossible to teach every class. Only by focusing on teaching objectives, highlighting teaching priorities and fitting students' learning potential can students achieve practical results. The elasticity of college entrance examination papers is quite high. It can be said that there is no rote memorization of 1 point, and even the dictation of classical Chinese is understandable. This requires that Chinese teaching in senior high schools must be integrated with real life, pay attention to Chinese practice and potential cultivation, be based on Chinese knowledge, be practical and effective, and be organically combined in and out of class. But I think, whether in class or out of class, we should focus on one core and two basic points, that is, the core of "potential cultivation", in class and out of class. Pay attention to practice in class, concentrate on reading after class, combine with each other after class, not stick to textbooks, but extend to extracurricular reading materials, interspersed with some extracurricular reading materials, make the classroom teaching atmosphere more active, and play a very good role in deepening classroom teaching and improving teaching effect.

In this teaching competition, I participated in the whole process of listening and evaluating classes. Personally, I think some classes have too many performances and lack of solid training, which makes them seem flashy and a bit ostentatious. In classroom teaching, sometimes according to the characteristics of teaching materials, relevant performances are performed for a certain link, which can undoubtedly deepen students' understanding of the text, stimulate students' enthusiasm for learning and improve their comprehensive quality. It also reflects the idea that the main task of teachers in the new curriculum standard is to organize classroom teaching and give students the main time for autonomous learning. However, it is debatable if we simply regard performance as a prop of classroom fashion to enliven the classroom atmosphere regardless of written materials. Personally, I don't think it is necessary to perform, because performance is an auxiliary means after all, and the higher the level, the more it should be abandoned. Wouldn't it be better if students could perform in their minds through language? Then think about how to make students perform. Therefore, teachers should carefully prepare before class, not only lines and actions, but also the constraints of students' discipline. I think the performance should be simple, situational and China culture, and it is best to combine the training of basic Chinese skills. Classroom performance is not the key to everything, and it cannot replace the necessary Chinese training. Instead of letting students perform the text on the surface in class, vague and cursory, it is better to create more opportunities for students to listen, speak, read and write, and give them more opportunities to express orally and practice writing. Without solid "double basics" training, how can we effectively improve our language potential? Only with less vague performances and more solid training can Chinese studies get rid of the superficial glitz and excitement and return to its origin.

I always agree with the viewpoint of "teacher-oriented and student-centered" in classroom teaching, and think that teachers are not only the leaders of teaching, but also the main body of the classroom like students. From the perspective of the new curriculum, teachers and students are both developers and creators of the curriculum, not just passive executors. Teachers are not dogmatists who memorize textbooks, nor are students rote machines. Therefore, teachers and students are the main bodies of Chinese curriculum implementation, and only under this advantage can they really learn from each other. In Chinese classroom teaching, teachers should not only show their intentions and creativity, but also make students become active participants in classroom teaching and become discoverers and solvers of problems. For specific questions, I don't tell students the answers directly, but remind them to look for relevant information when they go back. In this way, students not only deeply understand the text, but also enrich extracurricular knowledge through their own questions and doubts. In this class, students' interpretation of the school emblem is multidimensional. So far, I haven't given or can't give an accurate answer, because I'm not a designer of patterns, and colorful answers make students feel very interesting.

Highlighting the key points is to clarify the priorities of teaching objectives and tasks, and to carry out local in-depth excavation or knowledge transfer on the key points of the text in the overall perception, and finally boil down to the whole, thus deepening the understanding of the article. The highlights of classroom teaching should be the focus of problems, the intersection of thinking and the innovation of teaching. Personally, I think this class is focused, difficult and bright. The specific steps to solve the emblem problem are clear at a glance, with method guidance and specific practical operation. The key points and difficulties are integrated into one problem, and the interpretation of the school emblem is the highlight of the classroom. In fact, it is easier for China people to learn new texts. Students can preview the text first, then let them discuss, evaluate, find problems, express their thoughts and create the text. This simple and pleasant teaching form not only stimulates students' inspiration and emotion, but also helps students to better understand the main idea of the article and tap their innovative potential.