八年级历史教学论文 对历史高效课堂的认识及整改 人教新课标版（Eight grade history teaching papers on the history of efficient classroom knowledge and rectification of people to teach new curriculum version）.doc

八年级历史教学论文 对历史高效课堂的认识及整改 人教新课标版（Eight grade history teaching papers on the history of efficient classroom knowledge and rectification of people to teach new curriculum version） Understanding and rectification of the highly effective history class With the new semester teaching implementation of the curriculum reform, how to realize the high efficiency, the quality of history teaching in the classroom teaching of history to improve, is placed in front of our history teacher, clear tasks, the urgency of the situation, this is also a period of time in the future direction of the reform of classroom teaching. Below only on the history of efficient classroom teaching, talk about a few points of view and rectification measures. First, what is efficient classroom? Efficient classroom is a classroom where teachers teach efficiently and students learn efficiently. It is the classroom that students take the initiative to learn and think positively. It is a classroom for students to study autonomously and is a classroom of interaction between teachers and students and interaction between students and students. Through the practice and reflection of the previous curriculum reform, our group teachers agreed that the efficient classroom must meet three criteria: (1) each student has something to do at each time. (2) to accumulation of knowledge, problem-solving methods, optimization, suspected breaking ability, learning efficiency in a specific class; (3) to let the students in the classroom mood, learning psychological environment safety. Efficient classroom should meet three quantity: (1) information quantity; (2) thinking quantity; (3) training quantity. Efficient classroom to reach three move: (1) shape movement, students in the classroom moved; (2) heartbeat, thinking in action; (3) God moving, thinking moving. Our classroom should meet two objectives: (1) the needs of teachers; (2) the needs of students. The above three standards, three, three and two goals reveal some of th