Modern and contemporary classroom teaching philosophy believes that classroom teaching should be people-oriented. Classroom teaching consists of two forms of activity: how to teach and how to learn. Based on the problem-driven core, teacher-led, student-oriented, and classroom teaching process of guidance, learning, lecture, practice, and generalization, independent learning is carried out around the problem, and the teaching and learning mode of first-class learning and display and evaluation is in line with the cognitive laws of students, which can effectively create an efficient classroom. 
Keywords: situational introduction, problem-driven, concise and concise, mind map summary, display evaluation
Introduction
The famous educator Ye Shengtao once said that there is a law for teaching, but there is no fixed method for teaching, and the most important thing is to obtain the law. The so-called "law" means that there are certain rules to follow in the teaching of different disciplines; The so-called "indefinite method" refers to the fact that there is no fixed and unchanging universal method that is "one-size-fits-all" in specific teaching, and everything depends on the person and the situation, so in the end, it has to be "expensive to obtain the law".
However, there are rules to follow in how to implement classroom teaching with teachers as the leading, students as the main body, and give full play to students' subjective initiative to learn. The classroom teaching process with the idea of guidance, learning, lecturing, practice, and general thinking, carries out independent learning around problems, and the teaching and learning mode of learning, display and evaluation conforms to the cognitive laws of students and can effectively create an efficient classroom.
Based on the problem-driven ** "five-step teaching method", the main teaching link is "guide (introduction)-learning (self-study)-lecture (intensive teaching)-practice (classroom training)-total (mind map summary)", aiming to make teachers think clearly in class and teach appropriately; Students' learning direction is clear, knowledge memory has a carrier, after-class consolidation is targeted, and after-class review is organized. It fully embodies the modern educational idea of "student-oriented", so as to create an efficient learning classroom. Create situations, introduce new lessons, throw out topics, and provoke thinking
1. Create a situation and introduce a new lesson.
How can you make your class content full and engaging, exciting and lively, students willing to learn, and the class effective? A good start is half the battle, and creating an engaging learning context is crucial. Eye-catching is called attention arousal in psychology.
Therefore, in the creation of the situation, the selection of materials must be vivid, passionate, and contagious language, or chic body English, novel games, ** In the era of information network, these good means can help teachers seize students' attention and introduce new lessons.
2. Throw out the topic and trigger thinking.
According to the introduction situation, closely combined with the actual subject, closely related to the teaching content, throw out the topic, and trigger students' thinking. When the topic is thrown, the teacher should innovate independently according to the teaching content, set the problem from easy to difficult, and choose the appropriate way to present it to the students.
Raise questions based on the teaching content for students to read, think, learn, and make students perceptually understand what to do, and pave the way for what to do next.
Problem-driven: New course learning, achievement display, sharing and communication
Closely undertake the self-study session, through questions, board performances, independent speeches and other forms - let students show how they have learned. Students demonstrate questions that show the effectiveness of their learning – letting the teacher know what to do next. 1. Problem-driven learning of new lessons. On the basis of the introduction, the teacher asks questions based on the content of the lesson – so that students know what to learn.
First and foremost, problem-driven is at the heart of the five-step approach. The problem-based teaching method is to raise questions, analyze problems, and solve problems as clues, and always run this clue through the whole teaching process. That is, the teacher first asks questions, students study the textbook on their own with questions, understand the problems, discuss the problems, and finally the teacher explains them in a targeted manner according to the situation of the discussion, and accurately guides the students to solve the problems. These questions provide a platform for students to communicate, cooperate, explore and develop, so that students can feel the value and charm of learning in problem solving. In the teaching activities, "problems" are used as clues, based on the problem situation, to discover and explore knowledge, master skills, learn to think, learn to learn, and learn to create, so as to promote the development of students' creative thinking.
Secondly, the problem-driven also includes another content, that is, the questions are not only the questions raised by teachers based on the teaching content, knowledge structure, and core literacy training, but also the doubts that students have in independent learning and cooperation.
The new lesson learning link should be undertaken by the introduction link, and the teacher will design some questions to let each student quickly enter the learning with specific questions.
At this stage, the problem should be set from shallow to deep, with a slight gradient. Based on the teacher's teaching content, knowledge structure, and core literacy training, students analyze problems, solve problems, and raise problems through independent reading, searching, thinking, calculus, discussion, recitation, writing, and typical case analysis in the form of independent learning, first-class learning, and group cooperative learning. In order to achieve the three-dimensional goals of knowledge and ability, process and method, and emotional attitude and values.
In this process, teachers give students guidance on learning methods, tips on learning paths, and explanations of learning doubts, so that students can learn to think and learn.
2. Achievement display, sharing and exchange. Based on the problems raised by the teacher, students have formed their own thinking and solutions to problems in the form of independent learning, first-class learning, and group cooperation. In the demonstration session, the self-learning session is closely undertaken, and teachers can check the learning effect through questions, board performances, independent speeches, debates, etc.
In this session, the teacher guides the students to participate in the presentation individually or in small groups. Its role can not only improve students' self-confidence through successful demonstration, but also form new teaching resources and solve problems by showing current mistakes.
In this link, teachers should take into account the display and try to take care of students at different levels, so that each learning group has the opportunity to show. Make encouraging evaluations of each member's participation, thinking activity, degree of cooperation, etc., and have personalized evaluation words. The evaluation language should be rich and targeted.
Intensive teaching and capacity development
In response to the sharing and exchange of students, teachers will ask, question, communicate and comment on the display results, solve problems in the collision between groups, or generate new doubts to enter the next link, and expand their abilities. 1. Intensive teaching and point-to-point allocation mainly refers to the teacher's intensive teaching materials and difficult points. Purpose:
The first is to break through the difficulties, and teachers should explain what students really don't understand and can't understand in cooperative learning.
The second is to grasp the key points, which requires teachers to summarize and emphasize the content, and deepen students' understanding through pointing. Teachers should point out the key points of teaching, the difficult points and the mistakes that students make in exploring the most common mistakes. Through the point of clicking, the students' thinking can be dredged, and the perceptual knowledge acquired by the students can be sublimated to rational cognition, so that the students' cognitive process can be implemented in teaching. The form of intensive lectures can be classic case explanations, or it can be used to assist teaching by information means, such as micro-courses. Intensive lectures can also summarize and summarize the knowledge system, and let students take good notes to deepen their rational understanding.
2. The purpose of expansion and extension is to strengthen the in-depth understanding of the teaching content, cultivate students' awareness and interest in depth and breadth, establish scientific thinking methods and methods, improve their ability to understand and solve problems, and promote students' balanced and individualized development.
There are various ways and methods of classroom teaching development, which can be topical, can be different stages and different gradients, and can be debated, textual, hands-on, physical, in-class or extra-curricular, etc., and what methods and methods are used are determined by the teaching content.
For example, in mathematics, there are multiple solutions to one problem, and one solution to multiple problems. On the one hand, the direct effect of expansion and extension focuses on deepening the understanding and memory of new knowledge and improving the learning effect. On the other hand, it focuses on the integration and comprehensive application of new and old knowledge, and more on the improvement of test-taking ability.
Teachers must have rich experience and knowledge in the classroom, be familiar with the syllabus, and know the direction of the proposition of the high school entrance examination - know what to test at the test center; Be familiar with the teaching materials and integrate the teaching content trade-offs - know where the test center is; It is necessary to be familiar with the questions of the middle and high school examinations, and practice doing more of the original questions of the middle and high school entrance examinations - know the test center settings.
Practical training and testing evaluation
The practice process is to apply what you have learned, and training is a means to test the learning effect. After each learning task, consolidation exercises should be carried out in time, tested in class, and the results should be evaluated. Targeted development and training exercises are the key to achieving knowledge and ability learning goals.
These exercises should be representative, typical, and closely related to the learning content. After the training is completed, focus on evaluation feedback. The evaluation method can be between teachers and students, between the same table, and between students in the same group. Classroom training measures the effectiveness of on-the-spot learning to determine what to teach next.
Set up classroom and after-class training assignments according to the teaching content. After-class training is synchronous homework assignment to achieve the purpose of application and consolidation. Teachers should take homework exercises as the starting point to refine the classification of students' homework, including basic homework (copying words, formulas, chemical equations, etc.); Dictation, dictation, etc.), strengthen and consolidate homework (supporting materials, newspapers), expand and extend advanced homework (carefully select and prepare copied test papers, special topic summary, mathematics, physics and chemistry with multiple solutions to one question, one solution with multiple questions induction, etc.).
Each teaching and research group shall be determined according to the characteristics of the discipline. The correction of basic homework can be carried out by students to correct each other, subject representatives to change, and to check the students' learning mastery of the homework, the teacher should be face-to-face for approval. Assignments should be corrected and corrected. The date is basically the same as the assignment date of the textbook preparation.
Map summary, summarize memory
1. Application of Discipline Mind Map Discipline mind map is a thinking tool to cultivate students' effective thinking.
At present, in the field of foreign education, students from Harvard University and Cambridge University are using mind maps as a thinking tool to teach; In Singapore, mind mapping has basically become a compulsory course for primary and secondary school students, and the use of mind maps to improve intellectual ability and improve thinking level has been recognized by more and more people, and can be applied to module knowledge induction and memory.
According to the teaching content, the teacher constructs a mind map for this lesson or the student recalls the content of this lesson to construct a memory mind map, which cultivates students' thinking ability and helps students understand and grasp the important concepts and knowledge system of this unit as a whole. For example:
Map summary, summarize memory
2. Inductive memoryThe classroom summary is a review, summary and sublimation of classroom learning activities, and it is an important and effective link to realize rational understanding.
The summary can be in the form of a teacher's summary, or a student representative can talk about learning gains and feelings. Summarize the learning content of the class with a mind map, build a memory carrier for students to review in an organized manner, help students remember, and improve learning efficiency. As Bacon said, "All knowledge is learned by memorization!" ”