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2023年高效课堂培训心得体会(28篇)(全文完整)

时间:2023-03-30 17:42:02 心得体会 来源:网友投稿

下面是小编为大家整理的2023年高效课堂培训心得体会(28篇)(全文完整),供大家参考。

2023年高效课堂培训心得体会(28篇)(全文完整)

当在某些事情上我们有很深的体会时,就很有必要写一篇心得体会,通过写心得体会,可以帮助我们总结积累经验。大家想知道怎么样才能写得一篇好的心得体会吗?接下来我就给大家介绍一下如何才能写好一篇心得体会吧,我们一起来看一看吧。

高效课堂培训心得体会篇一

高效课堂的核心是让每一个学生都快乐起来,因为意识决定形态。在学习上的快乐对应是学生学习兴趣的增加。兴趣是构成学生学习动机中最为活泼、最为现实的成分。有了兴趣,还会萌发创新意识,而在创新过程中会产生无穷无尽的兴趣,又再次促进创新。兴趣越大,学习的效率就越高。数学是理性很强的学科,调动学生学习兴趣直接影响到学生知识体系的建立,在教学中寻找知识的切入点,使学生快速进入最佳学习状态,是我课堂设计的重点。

在教学过程中,让学生自己提问来组织教学,引导学生积极参与课堂教学、主动探索知识的来龙去脉,为他们创设动脑、动口、动手、释疑解难的机会,通过师生平等交流培养独立思考,解决实际问题的能力,从而发挥学生的主体作用,使学生真正成为学习的主人。

在学生群体合作学习的过程中,教师的任务就是当好引导者,及时点拨。合作学习的好处:第一,培养和训练了口头表达力;第二,拓宽思维,深化学生的认识;第三,可以培养合作精神。由于自尊心学生会在小组中更好调整自己的状态,争取组员间的认同。

运用现代教学手段进行多媒体教学,使知识的生成更形象。可以提高学生的学习兴趣,加深对教学内容的理解,发展学生的观察能力和思维能力,获得课堂教学的高效率。高效的数学课堂是一个充满数学味的魅力课堂,也是让学生学有所得的效率课堂,还是着眼于学生全面发展的生命课堂。作为一线教师我将主动把高校课堂理念落实到教学工作中,让自己的教学变得更成熟、更有效。

高效课堂培训心得体会篇二

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高效课堂培训心得体会篇三

通过上周六全天对高效课堂有关内容的学习,高效课堂是教学过程的最优化,教育效果的最大化,是师生配合的结晶。作为教师应不断学习、探索,使自己的课堂成为高效课堂。作为一名生物教师,在课堂上我们不仅要好好讲课,更要注重教的方法和学生学的方法,培养学生的积极性和主动性。课堂的发展是迅速,复杂多样的。不过,无论教学被注入什么样的新精神,有一点应该是不变的,那就是课堂教学应该是务实高效的。从高效课堂的理论中我有以下的体会:

针对学生不同年龄段的身心特点,对不同学段的教学目标作出了科学而具体的规定。这就要求我们要认真研读《标准》,严格按照《标准》的要求对照执行。教学目标的定位。就跟打篮球一样,篮筐太高了学生再怎么努力也投不进,自然就丧失了信心;而篮筐太低了,学生就会轻而易举地灌进篮筐,当然也就没有战胜困难的喜悦。在制定教学目标时,要充分考虑到三维目标的统一。知识与技能、情感态度与价值观、过程与方法,这三个方面同等重要,缺一不可。否则就会导致课程性质定位的偏差,造成工具性与人文性的分离。教学目标的制定还要兼顾好、中、差三个层次。根据因材施教原则,教学目标的制定也要因人而异,不同层次的学生要求达到的目标也各不相同,要避免一概而论。要保证课堂上80%以上的学生掌握80%以上的课堂教学内容。对于优等生我们可以在课外延伸一些略带挑战性的练习;而对于那些后进生,我们也可以为他们制定一些浅层次的要求,让他们循序渐进。

教学环节的设计基本采用“四步导读”的模式。第一步,在老师诱导下学生初读课文,让学生感知课文语言。第二步,在老师引导下学生细读课文,让学生理解课文语言。第三步,在老师指导下学生精读课文,让学生品评课文语言。第四步,在老师辅导下学生进行综合训练,学会运用语言。

在这个过程中,学生的阅读实践活动始终处于课堂教学的中心地位,教师的一切启发引导都是为训练学生创造性地进行语言实践提供服务。老师的“导”与学生的“读”相互渗透、相得益彰,充分体现了师生间、生生间、师生及教材之间的双向多边的互动反馈。“四步导读”模式符合《标准》提出的教学理念,这样的流程的设计是合理的。

当然,对于不同类型的课文也可以根据实际情况予以适当调整或删减,形成灵活的教学风格,但其核心理念是不变的。

课堂提问是教学中不可缺少的一个重要环节,是启发学生思维、传授基本知识,控制教学过程,进行课堂反馈的一个重要手段。它贯穿于课堂教学的始终,直接影响着课堂教学的成败。教师必须细细揣摩,问到关键处,问到有用之处,问到学生心里去,问出水平来,才能更好的促进我们的教学,利于学生的发展。教师在课堂教学中,要通过问的技巧与艺术,体现出教学新理念。

通过对高效课堂有关内容的学习,我懂得了,作为一名一线老师,在课堂上我们不仅要好好讲课,更要注重教的方法和学生学的方法,培养学生的积极性和主动性。课堂的发展是迅速,复杂多样的。不过,无论教学被注入什么样的新精神,有一点应该是不变的,那就是课堂教学应该是务实高效的,我及时运用专家的理念,努力使自己的课堂优质高效。

总结:高效课堂其本质仍然是我们对新课程改革的深入推进,是实施素质教育和道德课堂的具体体现。高效课堂的提出和实施,对我们农村学校来说是一个新的挑战和开始,俗话说:“教学有法,教无定法,贵在得法”,因此课堂效果如何关键在于课堂的实施者——教师和学生,尤其是作为课堂引导者的教师,我们要深入研究、多思善想,敢于创新、勇于实践,善于反思、总结提高。我相信我们遇到的困难一定不会不少,碰到的问题也会很多,因此我们要树立一种信念,把追求课堂教学的高效益作为自己一生孜孜不倦的追求,相信自己。

高效课堂培训心得体会篇四

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高效课堂培训心得体会篇五

什么是高效课堂呢?我认为高效课堂就是通过教师的引领和学生积极主动的学习,在单位时间内高效率、高质量地完成教学任务,促进学生获得高效发展。如何构建高效课堂,教师怎样教才是有效的,学生怎么学才是最快乐的。通过自己近两个月的教学实践,我认为应该从以下几个方面去努力。

1、改变备法

原来我们只习惯于备教学内容,而忽视备学生。如果教师不去研究学生对所教内容的掌握情况,不去研究学生的个体差异,了解学生的实际情况,根据学生的认知规律选择课堂教学的“切入点”,合理设计教学活动。仔细考虑课堂教学中的细节问题,对于课堂上学生可能出现的认知偏差要有充分的考虑,针对可能发生的情况设计应急方案,高效课堂看起来老师在课堂上讲的少了,实际上老师的主导地位仍是很重要的,这需要老师在课下下足功夫,吃透教材,能钻出教材的深刻内涵来,发掘出关键词句的隐含信息来,又能吃准学生,能贴近学生,才能确保课堂教学的顺利进行。

2、改变教法

高效课堂是以学生为主体和中心的课堂,教师能不能大胆放手,能否真正将学习的主动权交给学生,首先消除由于教师讲得过多、学生参与过少而导致的靠大量课后作业来完成教学任务的问题。我们必须立足于学生,让学生积极参与学习,实现有效的、多向的、高质量的互动,从而达到优质高效的课堂教学这一最终目标。发挥好教师的主导和引导作用,充分尊重学生的个性特征,让学生在小组学习中能获得快乐。同组学生能在小组学习中既学到知识也能感受到小组这个集体的温暖,这样,将老师的个体关爱转移到小组这个群体的关爱,这无疑增强了后进学生的学习自信心。我认为,教育的最高境界是为了不教,也就是为学生以后的终身学习打下良好的基础,因此,培养学生的自主学习能力,是高效课堂的重中之重,也是义务阶段的教师的职责所在。

3、改变评法

高效课堂要求学生全员、全程和全身心地参与教与学活动。所以教师要充分调动学生的学习积极性,让学生始终处于激情状态下学习,对学习能保持较长的注意,要具有好奇心和强烈的求知欲。为此,我改变了以往只看考试成绩评比三好学生的习惯,而把参与小组讨论和课堂发言情况做为期末评比三好学生的重要依据。这样的新评法,极大调动了学生参与课堂的积极性。

要改变以往课堂上,教师讲,学生被动的接受,变要我学为我要学。在课堂上还要鼓励学生敢于提出疑问,引导学生产生疑问,进而发现问题,要给学生质疑的时间和空间,使学生可以随时质疑,会质疑本身就是思维的发展、能力的提高。通过质疑使学生获得有益的思维训练,变“学会”为“会学”,会“发现问题-分析问题-解决问题-再发现问题”养成勤于思考的习惯。例如:教学《修鞋姑娘》一文时,文中写到作者两次怀疑修鞋姑娘,一学生便问,两次怀疑有什么不同?学生能提出这样有价值的问题,说明这个学生已经积极思维并养成了勤于思考问题的好习惯,在以后的教学中,我们要注重培养学生这方面的能力。

高效课堂给了我一个全新的感觉,学生在合作中学习,在交流中学习,在辩论中学习,在探究中学习,方式多样,行为活跃。学生的口头能力在提高,独力思辨能力在提高,合作能力在提高,学生的自信心在增强。这些都是传统意义上的课堂所不及的。长期坚持,学生的综合素养必然不一般。因此,如何去把握自己的教学,让更多的学生参与到学习中来,让我们的课堂更具活力,如何去把握教与学的切入点和结合点,让学生学得好,身心也得到发展,成为我今后努力的方向。

高效课堂培训心得体会篇六

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高效课堂培训心得体会篇七

针对传统课堂教学教师为主体、讲授为重点、知识为中心,教学少慢差费,低效无效的问题,我校提出来了,“导、学、问、练、评”五环节课堂教学模式,此模式体现了教师为主导、学生为主体、发展为中心,促进学生主动学习、自主发现、合作探究、积极展示、有个性发展的理念,以提出问题、研究问题、解决问题、延伸问题为线索,以教师的主导,学生的自主学习、自主研究、自主解决问题、自主延伸发展为教学流程,课堂上学生潜心自学、专注投入、生生互动、师生互动、平等交流、教学相长,互动双赢。

近年来我校依托这一教学模式,注重提升内涵,在班容量很大的困难面前,语文教学成绩能稳步提升,始终处于全县领先地位,有多名教师在实践中成为教学能手,省市模范。学生综合素养在各项比赛中彰显出较高水平。为学校赢得了很好的社会声誉。下面就各环节教学实践及效果作一简单分析。

导的环节,教师运用直观材料、形象而富有激情的语言、多样的方式,从学生最近发展区出发,对教材进行简要讲读、讲述或讲解,从而创设学习研究的情景,导出与教材有关且具有启发性、发散性的学习研究的问题,帮助学生构建新旧知识的联系,唤起学生学习研究的兴趣愿望,教给学生自学教材和研究问题的方法,明确具体的学习研究目标要求。使学生学有兴趣、学有目标、学有方法,想学会学,一开始就以积极的态度,参与到课堂中来,为高效课堂开了个好头。

学的环节,学生带着浓厚的兴趣、运用自己喜欢的方式方法,自主感知教材,探究发现并与同学交流、讨论,在思维碰撞中获得认同感或受到启发,从而自我修正,发展思维,形成自己的独特看法和观点,或发现自己的困惑点疑点。

问的环节,针对第一教学步骤提出的学习研究问题,和第二教学步骤学生自学教材反映出来的问题,教师进行整合重组,巧用设问技巧,创设问题情境,提供必要资料信息和思维方向,引导学生思考,诱发学生研讨,引导学生对教材内容作进一步的细读,对研究的问题作深入分析,以期使问题得到解决,在这一过程中对学生的自学情况给予评价,针对不同层次的学生进行分类指导。使学生在解决疑难的同时学会解决疑难问题的方法。

练的环节,此步骤环节的目的在于使学生对学习研究的问题认识更全面,理解更深刻,巩固学到的知识,运用获得的知识与技能,形成新的知识与能力,培养学生理解迁移知识和应用创新的能力。因而练习设计要综合考虑教学目标达成的需要、学生认知能力的层次特点,要注意总结性、巩固性、层次性、变式性、可测性、开放性。在这一教学过程中,教师应巡回辅导,适度指导解题方法,使学生能学习掌握解题技巧、运用解题技巧,巩固知识、运用知识、发展能力。

评的环节,教师根据学生“自练”中反馈的信息,引导学生自主评价、互相评价,对不同层次的学生分类指导。让学生自主谈出本节课自己的收获和发展情况,在学生交流评价中又一次促进知识的系统与教师对学生学情的了解,以便调整后续教学。

总而言之,本教学模式,有利于促进教师专业成长,提高教师综合素养,促进学生良好学习习惯和学习品质的逐步养成,提高学习效率,开发学生个体潜能,促进学生主动学习、学会学习,全面提高了学生素质,为以后激烈的竞争打下坚定的基础,为终身学习服务。

一是教材处理上:教师学习目标把握不够准确,对课标学习把握、教材编者意图、教材深入研读不够精细,重组教材不够恰当,研究学生和教学预设不够充分,课堂开放不够自如,仍有牵着学生走的嫌疑。

二是课改理念方面:个别教师理念与教学行为脱节,其表现是:过于关注教师怎么教,十分看重学生与自己怎样配合,将学生束负在预设的教案上,对课堂生成置之不理,甚至有扼杀学生思维火花的严重现象;对学生发现的问题不会整合,不能抓住核心本质,做到一石多鸟,所以课堂很杂论,没有重点,没有目标达成意识;讲得多、学得少;重知识系统、轻方法、能力和体验;

三是模式活用上:个别教师指导学生自主学习不够充分深入;学生问题意识不强,不能紧紧围绕导引目标去思考质疑,教师又没有注意教给学生一定的提出问题的方法;合作学习流于形式,缺乏实效;探究学习很少使用,还在教教材,而不使用教材教,新型学习方式的培养有名无实;教学方式单调,课堂缺乏活力。机械地套用模式,缺乏创造性,灵活性,没有理解模式的本质精髓。

高效课堂培训心得体会篇八

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高效课堂培训心得体会篇九

第七小学孙丹最近,我学习了一些高效课堂的文件,通过学习我了解到高效课堂是时下课堂教学的主流,也是我们英语教师课堂改革的必然。高效课堂就是让学生主动学习、积极思考的课堂;是学生充分发挥自主学习的课堂。教师在高效课堂教学中起着关键的作用,课堂是教师最重要的教学阵地。如何在小学英语课堂教学中促成高效的课堂,我认为:课堂教学应从华而不实走向注重实效,从天马行空走向有的放矢,让学生学会用英语做事和表达思想,确保高效课堂的实效性。只有突破以“教材为中心,教师为中心,课堂为中心”的旧教学模式,关注全体学生,拓展学习英语和运用英语的渠道,才能培养新时代的英语人才,因此只有构建自主、高效的课堂教学模式才能突破现代课堂教学的难点,提高教学效率,让每个学生都能乐学、善学并能学有所获。如何在40分钟内发挥最大的课堂效益,使课堂教学更有效,是我们教师都在苦心探索研究的。我在教学实践中就如何培养学生的自主学习,自主发展能力,如何提高课堂教学效率等方面进行了一些学习和探索,下面谈谈我的一点体会:

俗话说:“亲其师才能信其道”教学过程中的师生关系不单纯是知识的传授,更重要的是情感交流,建立良好师生关系。教师如何与学生沟通,唤醒学生积极参与语言活动的意识,尤为重要。教师要在语言实践中采用鼓励性语言和手势,尊重学生的自尊,消除课堂中的不

安全因素,使学生对教师有亲近感、安全感。从而大胆而积极地参与教学活动,体验学习乐趣。为教学程序的顺利实施扫除人为障碍。

备课是老师的富有创造性的复杂的劳动过程,做好了这一步,也就做好了成功高效课堂的第一步。备课,包括备教材、备学情、备教法,另外还要备学生的学法(学生的操练)。备课时,首先要钻研教材,熟悉教材的内容;把握知识、技能目标,找出教学的重点和难点,要整体地、清晰明了地把握教材,才能在课上得心应手,备课时一定要结合自己学生的特点,学生学习和接受能力是不尽相同的,备课时要注意全面性,包括内容上的全面和对不同层次学生照顾上的全面。我们对学生的反馈还要进行预设,尽可能多的为学生提供多种答案信息。我们要重视课堂教学的整体设计,精心设计每个教学环节,从课堂组织语言到每个活动的导入、设计,力求删除无效环节、达到最优化,从而实现整堂课的高效。教师还要把握好活动环节的节奏,以使整堂课节奏紧凑,高效而有弹性。这样,我们的课堂才会具有目的性、高效性。

1、精心设计教学过程,因人施教,充分发挥其“主人翁”精神。教师要想让每个学生都以最大兴趣和饱满的热情投入到一堂课中,关键要看该堂课的教学设计。首先,教师必须有游刃有余地驾驭教材、深入浅出的讲解教材的能力,同时又能恰当的由易到难、由简到繁对课本的知识精心加工,给每个学生定位,设计出不同层次学生参入的

情景,调动起每个学生的“非智力”因素,让各层次的学生都有机会表现自己,帮助其树立学习英语的信心。对成绩较差的学生,应肯定其优点和长处,帮助其分析落后的原因,提出改进的方法,对他们每一个微小的进步都应及时给予肯定和鼓励,从而消除其畏难情绪和厌学心理,有意识的让差生多开口,多表现,使其具有成功的喜悦。在我所教的班级中,我按好、中、差将学生平均分成五人小组,采取“好帮差,中追好”的“一帮一”方式,做到人与人之间互帮,组与组之间互比,每个学生都在为自己的组而尽力,这种“比、学、赶、帮”的风气让每个学生都能发挥其“主人翁”精神,为自己的小组增砖添瓦,尽心尽力。实践证明,分层教学,因人施教不仅能提高英语成绩,更能让学生享受到成功的快乐,从而增强了其学习英语的信心。2、正确处理英语学习中所犯错误,保护学生自尊,增强其学习的自信心由于智力和非智力因素的差异,适时进行赞赏教育。莎士比亚曾经说过,“赞美是照在人心灵上的阳光,没有阳光,我们就不能生长”。其实,每个学生都有自己的优点和缺点,我们尤其要看到每个学生的优点,这样才能从心底去鼓励学生。每位学生都喜欢被人赞扬,特别是后进生,他们最需要表扬。老师赏识的眼光就像温暖的春风,使学生的心灵受到鼓舞。教师要用好激励学生成长的催化剂,一定要学会表扬学生,赞赏学生,用放大镜来关注他们的优点,并公诸于众,从而激发他们的上进心和自信心,这样的教育手段才是高明之极。如果教师掌握了赞赏技巧,就可以从“要我学习”转变为“我要学习”的状态,它会使课堂更有效率,引领学生迈向成功。

课后及时搜集课堂教学反馈信息不断改进教学方法。

教学技能及教学策略,是提高英语课堂教学有效性的重要步骤。教师要能够根据反馈信息对教学进程、难度进行适当调整,要会合理应对临时出现的各种情况,也就是说教师要对教学的生成进行有效的指导。为了有效地提高英语课堂教学效益,教师还可以制定科学的、操作性强的、激励性的英语学习效果评价制度,坚持对学生的听课、作业、笔记等方面进行跟踪,及时了解学生的学习、复习状态与状况,以便在课堂教学过程中做出针对性的调整,从而提高课堂教学的有效性。

总之,真正的课堂教学就是让学生在快乐中学习,在幸福中成长,在学习中感受着快乐,在成长中收获着幸福。这是教学的最高界,也是教师能力发挥的极致。学生由后台走上前台,变听为讲,由传统“要我学”的被动接受者变成“我要学”的主动参与者。角色的转变,标志着学生学习观的彻底转变。教师也不再是知识的权威。高效课堂的成功启示我们,在教学中,要给学生一个足够的空间,从而体现他们的主体地位。教师在日常教学中要充分挖掘学生的潜力,就要把课堂让给学生,让他们在学习中获得成功的快乐。进一步激发求知的欲望,从而提高学习效率。

高效课堂培训心得体会篇十

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高效课堂培训心得体会篇十一

读了《高效课堂》一书,使我深有感触,明白高效课堂是在常态的课堂教学中,通过教师的引领和学生积极主动学习的思维过程,在单位时间内高效率、高质量地完成教学任务,促进学生获得发展。

结合自己的教学实践,我认为:用科学方法去打造“高效课堂”,就应该努力做到以下几点:

我们常说作为一名教师,对学生有着爱心,是发自内心的爱心,但不是热情而短促的,而是如涓涓细流般长久的,能让学生发自内心地崇敬、关注并影响学生行为。那怎样才能使学生爱上你呢?如果将学生对老师的爱能迁移到课堂上,爱上你的课,那相信你一定是一位了不起的老师!

课堂是教师施展才华的舞台,学生的学习状态某种程度上折射着教师的职业素养和教育艺术水平。课堂教学既要讲科学性,又要讲艺术性,使我们的课堂具有动感、情感、美感,才会使课堂产生感染力,才能使学生亲其师、信其道、入其门,达其成。

兴趣是学习的良师益友,很好的撇杨学生的学习兴趣,能起到事半功倍的效果。一个人在学习兴趣的引导下学习,自觉性和创造性变回得到最大限度的激发,学习效率也会有大幅度提高,进而就会更加热爱学习,形成一个良性循环。要激发学生的学习兴趣,一节课,不仅要“课伊始,趣已生;课进行,趣已浓;还要课结束,趣获存”,使学生始终保持学习兴趣。主演还是我们,课堂上如何操作,老师是编剧。

高效课堂的主体是学生,然而我们如何才能在课堂中充分体现学生的主体地位呢?这就看老师在课堂如何操作。可见老师的因素也尤为重要。

学生是学习的主体,学生在课堂内通过学习获得高效的发展是高效课堂的根本。真正的高效课堂,应该是学生愿学、善学、乐学,学生能从学习中体验到一种成长的喜悦和幸福!而学生这种理想的学习状态的出现,则关键在于教师的引导,在于教师对课堂的精心设计、对教学材料的精心取舍与提炼、对巩固练习与提高练习的精心编制。为此教师必须努力扎实的抓好学生的课前预习,并设计出能激发学生兴趣,能让学生高效自主、合作学习的活动,在有限的课堂教学时间内获得最大的教学效果,这样教师自然而然在学生提高的同时,自身素质也能得到极大的提升。我还觉得高效课堂在某种程度上对师生关系作了一些改变,而这种改变的,是由传统课堂中教师反复枯燥的讲、学生无奈被动听的单向灌输关系转变为教师引导下的学生自主学习、合作学习,教师点拨提升,引导学生多方位的交流讨论。高效课堂是对传统课堂的批判式的吸收与改进,抛弃糟粕吸收精华,或者说是一种变革与升华。这种课堂下的师生关系,是一种师生真正平等融洽、和谐温暖的新型师生关系。当然在高效课堂的学习中,学生的思维是开放式的,这对我们教师的专业知识水准和要求比传统课堂下的要求更高、标准更高!

在课堂教学中学生处主体地位,而老师处于引导地位,老师的教学活动要围绕学生这一主题进行。看学生,以学生来评价老师,在教学活动中首先看学生是否在学业上有收获,有提高,有进步。具体表现在:学生在认知上,从不懂到懂,从少知到多知,从不会到会;在情感上,从不喜欢到喜欢,从不热爱到热爱,从不感兴趣到感兴趣。一般来说,高效课堂效益评价主要标准是,学生思维活跃,语言表达正确、流利、有感情,课堂充满激情,分析问题与解决问题的能力强,目标达成且正确率高。前提是看学生是否愿意学、会不会学,乐不乐学,核心是教学三维目标的达成。

作为一名教师,除了具备以上条件外,课堂教学还要能做到精心设计与详尽准备,这才会上出一节节的高效课,有了这样一节节的高效课,学生自然就愿学、善学、乐学。为了这些目标,我要努力奋斗,让自己成为一个拥有高效课堂的老师。

高效课堂培训心得体会篇十二

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高效课堂培训心得体会篇十三

我区实行了高效课堂教育,从根本上减轻了教师和学生的课业负担,带来了教育的春天。随着上课时间的减少,如何在有限的时间内提高教学效果?和谐高效,思维对话”型课堂的内涵是丰富的,它关涉了生命的交融、心灵的对接、情感的沟通、思维的共振、智慧的分享、人格的赏识、价值的共建、品质的提升。学生在课堂上是积极存在还是消极存在,学习效率高还是低,对学生的成长具有重大影响。做为一名教师,如何把上述精神贯彻落实,我认为应从以下几方面做起:

一是深入学习相关知识,在理论上充实自己,深刻领会上级精神,学习先进的理念和方法,并亲自体验实践,活学活用,融会贯通。

二是狠抓备课这一环节,把时间还给学生。学校要求教师讲课时间不得超过30分钟,留下足够的时间给学生巩固练习。同时应该深入了解学生的实际情况及接受能力,制定切实可行、和谐高效的教案。

三是在课堂教学中,积极探索新形势下的教育教学方法,以学生为主体,把课堂还给学生,让学生自己构建知识

体系,给学生展示的舞台;把实践带进课堂,培养学生的动手操作能力,了解和探究自然的科学方法;把鼓励带进课堂,鼓励学生善思多问,鼓励学生发表不同的见解,鼓励学生从不同的角度思考问题,鼓励学生敢想、敢说、敢于创新,提倡民主和谐,允许学生别出心裁;把竞争带进课堂,提倡互助、合作学习,使课堂更加和谐。从各个方面提高学生学习的积极性,让学生体会到探索知识的乐趣,让学生真心的投入到学习中去。

同时我们教师要提高教学艺术,激发学生的学习兴趣,做到教师“乐教”,学生“乐学”;并注重提高学生活动的思维品质,创设开放式思维对话的课堂氛围,做到既生动活泼,又能激发学生的创新思维。

总之,只要我们努力学习深化素质教育的内涵,正确认识,全面实现“高效课堂,”型课堂。

高效课堂培训心得体会篇十四

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高效课堂培训心得体会篇十五

4月20日和21日,南通市小学数学“有效教学高效课堂”教学模式专题研讨会在海门市通源小学举行,我认为这次活动中所展示的数学课的的最大亮点是“有效的小组合作高效的数学课堂”。在以往的一些公开课上,我们常常看到为了追求合作形式而合作,或者一个问题学生无人举手,赶紧小组合作,把合作学习当成了课堂的“避难所”。这次展示的几堂课不仅仅是几人围坐在一起上课这种形式上的小组合作,而是老师们都注意把握了小组合作学习的时机,真正需要合作学习的时候采取小组合作学习,真正有效地促进学生知识的发展和能力的提高。如何把握时机,让学生合作学习更恰当,更有效呢?下面我想以几节观摩课为例谈谈小组合作学习。

教师要在有利于突出重点和突破难点时,巧妙地设置问题组织学生开展讨论。《认识几分之一》这课的教学重点是使学生理解把一些物体看作一个整体平均分成若干份,其中的一份可以用几分之一来表示,教学难点是使学生理解两个以上的物体占整体的几分之一。丁冬梅老师为了突出重点、突破难点,在引导学生认识4个桃的之后,为了引导学生认识8个、12个桃的,先组织学生小组合作,根据要求分一分;再让学生说一说分的方法、每只小猴分得这些桃的几分之几;引导学生仔细观察分桃的过程,有没有什么发现;最后组织学生小组讨论:桃子的总数不同,为什么每只小猴分得的桃子数都占总数的?通过组内操作、交流、讨论等方式让学生感受到应把一些物体看做一个整体来分,体会到把一些物体平均分成几份,其中的一份就占这些物体的几分之一,这样的学习过程充分发挥了小组合作学习的优势,有效地突出了重点,帮助学生克服了难点,为学习分数的意义奠定了基础。

在动手操作探究时,进行小组合作,使组员养成一种与人配合默契,共同操作,共同成功的良好品质,同时也培养学生的动手能力。例如丁冬梅老师在教学《认识几分之一》这一课时,引导学生认识8个桃的、12个桃的时,要求学生动手操作分一分采取了小组合作学习;再比如曹晓丹老师在教学《认识1元及1元以下的人民币》这一课中,对“人民币可以怎样分类”这一问题采取了小组合作学习的形式,学生在小组中通过思考、讨论、操作发现可以有三种分法:按材料分成硬币和纸币;按人民币的单位分成元币、角币和分币;按数字分,把数字相同的分为一类。

小学数学《圆的周长》一课是学生在已经学习了长方形、正方形、三角形等平面几何图形的基础上进行新知识学习的。本课的重点是通过渗透转化思想,使学生能利用旧知识,自主推导出新知识。在动手操作探究时,进行小组合作,使组员养成一种与人配合默契、共同操作、共同成功的良好品质。例如在徐凤坤老师在教学《圆的周长》时,虽然课前学生根据老师精心设计的预习单进行了预习,但在课堂上还是组织学生在小组中合作、展示、交流测量圆的周长的方法,并且算出圆的周长与直径的商,发现圆的周长和直径之间的关系。

数学教学中一些“开放性”问题答案不唯一,而一个学生的思想能力毕竟有限,很难多角度、全面地去思考,这种情况下开展小组合作学习也是很有必要的。比如刘耀兵老师在教学《倍的认识》一课时,教师设计了这样一个开放性问题:“蓝花的朵数是1份,但朵数未知,红花有12朵,红花的朵数是蓝花的几倍?”刘老师先让学生猜猜蓝花是几朵,在练习纸上画一画、圈一圈;再组织学生在小组内交流,小组长注意收集不同的想法;最后再进行全班交流,发现蓝花的朵数可以是1朵、2朵、3朵、4朵、6朵、12朵,红花的朵数依次是蓝花的12倍、6倍、4倍、3倍、2倍、1倍;再比如丁冬梅老师在教学《认识几分之一》这一课上,教师设计了“如果有6个桃子,可以平均分给几只小猴,每只小猴分得这些桃的几分之几”这一开放性的问题,也采取了小组合作学习的形式,学生通过讨论、操作发现有3种不同的分法:平均分给2只小猴,每只小猴分得这些桃的;平均分给3只小猴,每只小猴分得这些桃的;平均分给6只小猴,每只小猴分得这些桃的。

学生在这样的小组学习中共享智慧、互相启迪,有效提高学生全面分析、解决问题的能力。

总之,合作是人类社会赖以生存和发展的重要动力。合作学习有效地促进了学生在教师指导下主动地、富有个性地学习。在课堂教学中,只有适时恰当地把握小组合作学习的时机,才能充分发挥学生的主体地位、有效地促进学生知识的发展和能力的提高,也才能真正发挥小组合作学习的实效性,实现高效的数学课堂!

高效课堂培训心得体会篇十六

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高效课堂培训心得体会篇十七

上周周四周五,我参加了xxx县语文教师高校课堂教学比武活动。通过两天的听课以及自己讲了一节课,我受益匪浅,感想颇多。

教学永远是遗憾的艺术。任何一堂课,当你课后反思的时候,总会觉得有一些不足和遗憾。对我来说,不足和遗憾就更多了。

1、对于导学案的编制,我平时就力求科学实效,可这节课密度还是大了些,特别是时间的预设做得不够好,导致拖堂,没能完美的体现“五步三查”的各个环节。以后更要精心设置问题,适当减少知识的投放量,特别是对或然性、拓展性题目的设计时间应该更长一些。

2、课前的预习很重要,只有充分的课前预习,课上才能有精彩的展示和质疑。不过没有指导的预习效果肯定不会太理想。

3、课前预先让课代表抄教学目标,各小组将需要展示的题目抄到展板上,确实解决了高效课堂时间不足的问题,是个不错的办法。

4、课代表的回顾与导入创意比较新颖,本节课效果不错,但绝对称不上精彩。仍需课前加强对其培训,确保精彩展示。

5、板书的设计中,回顾的内容设计让课代表先抄到黑板上,预留出上课时教师的补充空间。更加便于学生对文本知识的复习、归纳与梳理,用起来较好。不过,本课没能完美展示。

6、课上的“五步三查”环节应紧密相连,环环相扣,疏密有致,一气呵成。此点我做的还很不到位,应多向这次讲课的许多年轻教师学习,特别是多向六道河的王海栓老师、二中的贾晓静老师学习。

7、展示环节中的书写与讲解需进一步强化,特别是不需要板展的,只需口展或公示答案即可,以节省时间。确需讲解的,板展后尽可能脱稿展讲并着重讲解过程和方法,同时做好预设,最好有时间限制。展讲时,对正确的补充和质疑应及时评价加分。展讲完毕,嘱咐展讲者督促其他同学修改导学案。

8、听展者注意倾听以及时补充和质疑,提出的问题尽量要有价值,不必要过分追究细枝末节,耗费时间。这时就需要教师随机应变了。

9、达标测评一定要嘱咐学生不得提前做,但可以提前准备,到时必须统一时间把导学案折起来独立背答,完成后公示答案对组互评。组长检查统计小组得分。我不赞成教师口头对答案,我认为答案一定要提前写好,对答案时及时公示出来,以保证答案的准确性。测评的实效性。

10、对我来说,评价方式应更加灵活多变并有所创新。通过本次活动我要多学习那些年轻教师的做法,如:赛龙舟、智慧树、报道站、发奖状、赠礼品等等形式,以提高学生的参与意识充分调动学生的学习积极性,以确保高效课堂的高效。

11、评价一定要做到客观公正及时准确,特别是对那些补充质疑正确者,应嘱咐展讲者予以评价加分。下课前一定要统计小组得分,公布成绩兑现奖励。

12、收获与感想环节,要求学生重点书写课上的纪律表现,听课的状态,以及预习的完成,检测的情况,独学、对学、交流研讨、展示与听展、补充和质疑、达标测评、导学案的整理等各个环节的表现和改进措施等等。

高效课堂培训心得体会篇十八

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高效课堂培训心得体会篇十九

20xx年4月21日—23日,我很荣幸的参加了在z区举办的,农村小学数学“关注常态、聚焦高效”课堂教学研讨会,在会上13位教师采用“同课异构”的形式为我们展示了身边的计算课的常态课堂。农村联小、村小的教师能走上全市的课堂和省市教学能手同上一节课,近距离的感悟有名教师的指点,史无前例。

与会教师之“多”,实为罕见,整个会场,挤得水泄不通,坐两人的位子都临时安排了3个座位,走道处都挤满了听课的教师。听课教师几乎都提前1个小时到达会场,详细记录,仔细聆听,认真思考,会场秩序之“好”。

在这样激情高涨的会场里,我能欣赏到每一位献课教师的执教艺术,能为课堂中出现的每个问题质疑思考,能领略献课教师们的课前构思及课后反思,更能聆听教研专家高屋建瓴的评课,能够和教研专家们、联小、村小老师们一起关注、反思常态课中的计算课教学,我有以下感悟:

从执教老师的课前思考可以感受到他们是如何利用教参、把握教材的。特别是z老师、z老师谈的课前思考,给我印象最深刻。他们既思考了学生已经学会了哪些知识,找准学生的实际的知识起点,又站在学生的位置思考教材是不是适合学生生活实际,如z老师在执教《同分母分数加减法》时,因为教材中“八分之三张饼的说法不符合生活实际,不是生活中的自然状态,加之一块饼与八分之一张饼模糊,难以区分,就站在学生的角度思考学生需要什么,大胆取舍了教学情境。正所谓:情境是知识的外衣,算理是算法的拐棍。

计算课教学本身就乏味,教师不乐意上,学生不喜欢学。z老师为我们指明了上计算课的方向:“有情、有趣、有法、有效。”用数的组成、直观图形,当拐棍,理解算理;用分层练习、小组竞赛、容易沟通的语言,引发学生的学习兴趣。

1、复习导入,重视口算;

2、尝试解决问题,加强估算,探索交流归纳过程、理解算理;

3、巩固应用,分层练习。

教师要鼓励学生积极尝试,主动去探索问题,教学可采用“讨论式”、“合作式”等教学模式,让每个学生都有参与思考和发表意见的机会,让每个学生都成为数学学习的主人。

几位老师的教学语言,简洁有力,富有鼓舞性和亲和力,给我们的课堂指明了方向。

老师的课堂引领我们注重课堂上的每一个细节,细到每个环节的预设、学生回答问题的每一句话,老师们都用敏锐洞察力,机智的教学方法引导着学生去探索、理解、归纳数学知识。

于科长的每次画龙点睛般的点评,都把会议推向热潮,她一针见血的指出:课堂教学要找准学生的起点,把握本课的切入点,关注知识的重点,抓住课堂生成点,突破知识的难点,落实学生的终点,不可平均用力,教师不要包办,要引导鼓励学生用自己的方法解决问题,用自己的方法总结归纳算理,优化算法。

于科长还语重心长地劝勉老师们:要总结梳理数与代数中的整数、小数、分数四则运算的知识体系在各册的分布情况及规律,这正是指引教师增加深厚的知识储备,在课堂的深度和宽度上下功夫,可谓用心良苦啊!我的心灵又一次被震撼了,王善宏老师的“学校而不叫教校”的富有哲理性的话语,令人深思;吕慎光老师的幽默机智的点评,催我们思考;z老师说的:“你有一种思想,我有一种思想,交换之后我们就都拥有了两种思想。”我愿意带着专家们给我们的这些思想,踏踏实实走好教学教研之路。

高效课堂培训心得体会篇二十

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高效课堂培训心得体会篇二十一

对广大数学老师来说,一直在考虑的问题就是如何提高四十分钟的课堂教学效率,如何让自己尽量在有限的时间里,如何高效的达成教学目标,从而出色地完成数学教学任务。

数学学习不仅仅是一个认识过程,更是一种情感过程。如何培养学生学习数学兴趣呢?首先,以学生为主体营造和谐、愉悦的课堂气氛。可利用现代化的教学手段让教师授课的内容变得新颖、有趣。比如在教学统计时,教师利用多媒体课件展示“停车场”的场景——让不同类的汽车以动态的形式呈现在屏幕上。等学生观察以后教师可以提问:“出现了哪几种汽车?各出现了几个?你能记住吗?谁有好的方法来帮助大家记清楚?”这样就很顺利、迅速的引入了统计的内容。一方面教学内容更形象直观了,另一方面学生也会觉得课堂更富有情趣,从而让他们感到有学习的积极性。这种活跃的课堂气氛无疑大大提高了课堂教学效果。其次,建立平等民主的师生关系,加强师生情感交流。教师在课堂上的个人情绪对学生的影响尤为重要。因此在课堂教学中,老师不要认为自己是课堂的主宰,要把自己融入学生当中以真诚的笑容面对每一个孩子,主动当好引导者,让每一个孩子都以良好的心态参与课堂学习之中。对于学习困难的学生,教师更应多多给予鼓励,帮他们树立学习的信心。及时发现他们思维的“闪光点”给予表扬,激发学生们的求知欲和学习热情。

在创设情境上,教师可以把故事、游戏引入课堂,也可以让学生自己动手进行操作。例如,在教学“分数的认识”时,教师可提出了这样一个问题“老师一支粉笔可以写50个字,现在我已经写了21个字,怎样表示。”学生们觉得很有趣,并急于想了解,于是老师可以因势利导,引出教学内容,带学生们进入新知识的学习。教师在课堂教学中应力求将数学问题还原为生活中常见的、能理解和接受的问题,也就是说,将数学“生活化”。这样,学生不仅能掌握数学知识和技能,也能把数学学习同现实生活联系起来。当然,在教师提出问题后,也要注意给学生独立思考的时间,让学生大胆尝试解决问题。让学生思考中创造性的发挥,更好的培养学生的思考能力。

在数学课堂教学中,教师要为学生营造积极参与学习的机会。让学生通过自主实践、探究,在“触摸”中感知、理解和掌握数学知识,将所学知识消化、融汇贯通。比如在教学三年级下册“镜子中的数学”时,让学生先猜一猜:站着的人和镜子中的人,大小、形状和方向一样吗?有没有不同的地方?然后让学生拿出镜子照一照验证一下自己的猜想。通过学生实际操作很快地理解了镜子中的物体和实物大小和形状完全相同,但方向相反。随后学生的画一画就显得轻松多了,教学目标也顺利达成。这样一方面调动了学生的学习积极性,有利于学生感知、理解新知识,另一方面也促进了学生学习能力和课堂教学效率的提高。

课堂上必要的练习是巩固与强化所学知识的重要手段,有利于巩固和提高学生的学习成效。首先,学生感兴趣的作业在很大程度上才会成为有效作业的前提之一。其次,教师可以采取多变而富有挑战的形式,训练少而精的作业,既能巩固新知,又不加重学生书写负担,做到精练、巧练、及时练。课堂中注意让学生充分“练”,就一定能收到实实在在的效果。

高效课堂培训心得体会篇二十二

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高效课堂培训心得体会篇二十三

我们正置身于一个教育改革的时代,正置身于一个使学生成为学习主人的时代。教育根本不像某些人理解的那样“自古华山一条路”,只有一种模式,而是“条条大路通罗马”,多种多样。教育实验和改革是教育科学、教育艺术的生命,为了教育的体内永远流淌着新鲜的血液,我们必须改革。

课堂教学是一门艺术,是一种教师与学生共同参与的复杂性活动。世界上不能只有一朵花,而应当有多种样式的花。课堂教学应该是各种样式、各种方法。只要它能开放出特色来,它就有生命。在我们倡导的新课程改革下,小学语文课堂究竟应以什么样的姿态才是最有效的课堂教学方式,我从以下几个方面,谈谈我对小学语文高效课堂的几点认识:

导语设计得如何,往往关系到全局和教学效果的好坏。因此,精心设计课堂教学的导语,也是摆在语文教师面前的一个重要课题。而语文课堂的导入也应该精心构思,巧妙设计,具有形象美、情感美、和谐美、悬念美,使教学过程引人入胜,扣人心弦,生机盎然,充盈着美的气息,让学生感受一种神圣、魅力和诗意。

好的导语,是一块磁铁,能牢牢抓住学生的心魄,将他们引入知识的海洋。看到一些著名教师的教案,会发现他们对导语的设计无不精心备至。从一定程度上说,一堂课的成功与否取决于导语设计。那么如何设计出高质量的导语呢?是不是一定要像小说一样充满悬念,跌宕起伏,极尽峰回路转、一波三折呢?其实不然,成功的导语只要做到以下几点即可深入人心:

1、激发兴趣,设置悬念

小学语文教材的课文内容很丰富,这就要求教师在设计导语时首先要考虑如何激发学生对这些课文的学习兴趣,能唤起学生的注意力,拓展学生的思维跨度,使学生处在心求通、口欲言的“愤”、“悱”之中。

2、触及重点,短小精悍

导语设计贵短,切忌“作者生平”、“时代背景”、“创作过程”等内容简单罗列;过于冗长的导语,除了有喧宾夺主之嫌外,易使学生疲劳、注意力分散。

3、创设气氛,营造氛围

语文课程蕴含着丰富的人文内容,对人们的精神领域产生着深广的影响,在学习语文的过程中学生随时受到语文材料的熏陶感染,并产生独特的体验。人文性和情感性决定了我们语文教师在课堂上要努力营造出动人的.教学情境与氛围。而选进教材的课文,绝大部分是文质兼美、情文并茂的名篇佳作,教师在设计导语时,除了考虑知识的传授外,还必须把握文中的“情”,以创设一种氛围,使学生入情、移情、冶情。

总之,“教无定法”,一堂课的导语设计可根据课文的内容、学生的程度随机应变,但不管采取何种形式,都必须遵循一定的规则。导语设计的原则是注意启发性、知识性、趣味性。只要新课伊始就能激发学生的学习兴趣,拨动其思维之弦,让他们以最佳的兴奋状态投入学习活动,都是成功的导语。,即:能够提高我们的课堂效率,更好的完成教学。只有这样,才能达到事半功倍的效果。

(一)尊重学生,教态亲切,平等待人

一堂成功的语文课,首先应是一篇流淌着诗意的美的散文。对一个老师来说,他不但要有又专又博的知识,还要有敏捷的思考能力和良好的语言素养。教学语言不同于普通语言、它是在逻辑语言、科学语言的基础上提炼升华而形成的、为浓烈的感情浸泡透了的、形象化的、韵律和谐而又优美动听的语言。教师运用这种审美化、情感化了的语言去讲课,就能极大地唤起学生的感情,充分显示出教学语言“以情激情”的巨大美感作用。

对上的课没有预习有两种不同的处理方式,取得的效果却截然不同。一种是埋怨式,居高临下——你们怎么没有预习呢?是不是不感兴趣?还是看不懂?还是……一连串的发问,将好端端的一个课堂弄的一片死寂,学生的才气和灵性就这样被扼杀了。另一种则是鼓励式,身临其境——当问及学生没有预习的时候,一句:那很好,既然我们都是一张白纸,那就让我们一起来个第一次接触吧,看谁能够最先画出优美的图画?学生是需要鼓励的,结果士气大振,整堂课如行云流水,对老师所提的问题,学生们一个比一个回答的漂亮,并且大部分学生都积极踊跃、愿意发表自己的见解。

(二)课堂提问的整体优化

用提问来指导学生学习课文,这是当前语文教学比较流行的一种方法。课堂上问与不问,问什么,怎样问,是关系到教学成败的大事。提问的时机、提问的方式选择得当,能启发思维、发展智力、活跃课堂气氛;选择不当则可能弄巧成拙,破坏课堂气氛。教师教学效率的高低,基本可以从课堂设问的性质和方法上做出评价。提问应掌握火候,选准时机,巧设疑难。具体来说,提问要注意:置问于教材的关键处;置问于教材的疑难处;置问于教材的矛盾处;置问于教材的含蓄处。

课堂提问的作用是相互的,但教的目的是为了学,教学活动的协调和教学水平的提高,仍然是为教学这一活动服务的,其受益者仍然是学生,所以,为了更好地发挥课堂提问对学生的作用,优化我们的语文课堂,我觉得语文教师在处理课堂提问时应遵循以下三个原则:

1、设计的问题要有明确的目的性,紧扣教学目标,能够激起思考。因此,教师要从教材的实际出发,钻研教材,认清教材的知识内容,把握教材特点,明确教学要求,确定教学目标和重难点。设计的问题要有一定的思考价值,能调动学生的主动性,能集中他们的注意力,引导他们生动活泼的学习,使他们经过自己独立思考,对知识融会贯通,从而提高分析问题解决问题的能力。

2、问题要大小得当,多少适量,难易适合不同层次学生的实际能力。教师对课堂中所提问的问题应在备课时精挑细选,严格控制数量,克服课堂提问的随意性。要做到数量适中,也要避免两种倾向,太多或太少。提问太多,学生没有思考回旋的余地,对所学知识难以理解、消化;提问太少,讲授太多,学生难有参与的机会,最终会产生厌倦情绪。

3、设问要尽量使全体学生都积极参与思考,使更多的学生有被问到的机会,并激励学生自己提出问题,对答案置疑辨析。

课堂提问是语文教学中不可或缺的一个重要环节,是启发学生思维、传授基本知识,控制教学过程,进行课堂反馈的一个重要手段。它贯穿于课堂教学的始终,直接影响着课堂教学的成败。教师必须细细揣摩,问到关键处,问到有用之处,问到学生心里去,问出水平来,才能更好的促进我们的教学,利于学生的发展。教师在课堂教学中,要通过问的技巧与艺术,体现出教学新理念。

(三)根据自己的实际优势,争创个性化的教风

首先,教师的知识底蕴是教学之本。丰富的学科专业知识是语文教师教好课的基础。深厚的学科专业功底犹如泉水源源不断,始终滋润着我们的教学生命。一位举手投足浸透着文化芳香的语文教师总是有着常人无法企及的魅力,在这样的老师课堂上,你会如沐春风。

其次,小学语文课是欣赏课,它所反映的感情多种多样,或慷慨激昂,亢奋高歌;或如泣如诉,低声吟唱;或淋漓尽致,缠绵哀婉。而有的教师感情充沛,善于以情感人;有的教师思维敏捷,注重设疑问难;有的教师嗓音清脆,通过诵读课文激起学生阅读的兴趣;有的教师表达言简意赅,从不经意处入手引导学生步步深入。语文的学习是美文的欣赏、是情感的交流、是品格的塑造、是素质的培养,课本中的文章都是通过精挑细选,对学生的成长有帮助的经典范文。不同的课文有不同的风格,因此也要采取不同的处理方法。

最后,讲究营造教学气氛艺术。良好的气氛应当是民主、和谐、宽松、愉悦的,它是创设高效语文课堂的前提。教师要满腔热忱地组织教学活动,做到情绪饱满,态度和蔼,语言亲切,富有激情,用教师的情绪、情感、人格魅力感染学生,使学生全身心地投入到学习中去,在自主学习中享受学习的快乐。

正如红花还需绿叶衬一样,一堂高效的课除了做到以上几点以外,还必须有一个好的结束,也就是我们的结语。它应该是整堂课的一个凝聚,是概括的高度深化。好的结尾,有如咀嚼干果,品尝香茗,令人回味再三。一堂好课的结尾,不仅可以对教学内容起到梳理概括,画龙点睛和提炼升华的作用,而且能延伸拓展课堂教学内容,取得“课虽尽而趣无穷、思未尽”效果。在语文课的结语中,选取一些趣例作为结尾,往往令人萦怀难忘。

总而言之,语文教学的改革是一项由观念到行动,涉及方方面面的系统性工作,需要教师付出开创性的努力。我们已经迈出了开创性的第一步,但是我们的研究还相对滞后,还有许多问题有待进一步研究。创设新课标下小学语文的高效课堂还需要语文老师们不断探索。

高效课堂培训心得体会篇二十四

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高效课堂培训心得体会篇二十六

郝恒奎老师的高效课堂示范课,让我领略了一种全新的课堂教学模式。课后聆听了郝老师关于高效课堂教学的讲座,感触很深。

课堂因互动而精彩,学生因自主而发展。传统的课堂教学是以教师的认真讲,学生的仔细听为主,学生的一切服务于老师的教学;而高效课堂的课堂教学模式毫无疑问,是让教师转换角色,退到幕后;让学生充分投入到课堂中来,最大限度地调动了学生的积极性和主动性。可以说,学生学习中的每一个环节都是他们自觉主动的行为,预习、展示、反馈都是以学生为主体。在多个黑板的教室里,找不到老师的影子,老师只是在“不启,不懂,不发”的关键时刻出现。这些做法都最大限度的做到了以学生为主体,也都有利的培养了学生自觉学习的能力,真正是“我要学。如果能长期坚持这种做法,那么在学生们离开了这所学校后,不管在哪里学习,他们也都知道自己今后怎样学习,因为他们已经掌握了一定的学习能力。

用欣赏的眼光对待每位学生,也就是“从人格上去尊重每一个学生。”教师不岐视每一个差生,让后进生本已自卑的心灵得到安慰。课堂教学的评价标准倾向于学生的参与度。学生得到充分尊重了,学生都有了学习自信心,学生的学习积极性被充分调动起来了,那一切的成功就不在话下了。

1、让学生做好充分的预习,预习不充分的课不上。在学生预习的同时,应给他们明确的目标,让学生自行建构起初步的知识结构。

2、开放课堂,自主学习。让学生在课堂上尽情地动起来身动、心动、神动。展开小组学习、独学、对学、群学;让学生养成独自思考、合作探究、对抗质疑的学习能力。让课堂和谐、民主,学生敢问、敢说、敢动,形成一种积极主动,争先恐后,紧张活泼的学习氛围。

3、教学要面向全体。以往教学只注重面向好生、中等生,忽略差生。在今后教学中,利用学生合作学习机会,让学生承担一部分教学任务,使之成为小老师,形成“兵教兵”、“兵练兵”、“兵强兵”;好生带动中等生,中等生带动差生,生生动起来的浓厚学习氛围。

英语高效课堂的成功启示我们,在教学中,要给学生一个足够的空间,从而体现他们的主体地位。教师在日常教学中要充分挖掘学生的潜力,就要把课堂让给学生,让他们在学习中获得成功的快乐

我个人认为因学科的不同,学生实际水平的差异,高效课堂教学模式不一定局限于一种模式。只要“学生为主”的指导思想不改变,可以根据实际情况探索属于自己的高效课堂。比如说数学课堂,创设切题情境,再加上适当的问题引导也可以实现高效的目标。而且,对于现在数学的课时紧、任务重的现状,以学生为主体的课堂势必会耗费大量时间,所以数学的高效课堂需要在这样的现实中寻找一个平衡。

总之,今后我要取英语教学的高效课堂之长,结合我班学生的实际,在以后的数学教学中,形成自己独特的高效课堂特色。

高效课堂培训心得体会篇二十七

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高效课堂培训心得体会篇二十八

高效课堂教学模式从接触到实践,走过了一年多的时间,在摸索探讨的路上让我感受到了全新课堂教学模式的效果和魅力。

传统的课堂教学:是以教师的认真讲,学生的仔细听为主,学生的一切服务于老师的教学;老师是领队,学生是队员,老师领路带学生,最终学生不认路,感受不到路上的美丽风光,体会不到途中的异样乐趣。而高效课堂的课堂教学模式是让教师转换角色,退到幕后;让学生充分投入到课堂中来,最大限度地调动了学生的积极性和主动性,充分发挥学生的主体作用,真正实现了知识与技能、过程与方法、情感态度与价值观三维目标的培养。

1、预习课中,我要学习什么、了解、掌握哪些知识点,每个人都心中有数。学生们积极的根据《导学案》,找出不会的知识点,遇到的问题先自己去解决,解决不了的找小组长,小组中解决不了的再写在黑板上,全体想办法或老师来解决。

2、展示中,每个学生将自己负责讲解的知识点以自己设计的方式展示在黑板上,知识结构清晰,重点突出;讲解时过渡自然,表达清晰,充分地展示了他们的知识水平,也充分地展示了他们的组织能力、表达能力、思考能力,通过愉悦的课堂探究,引导学生自主学习,提高了学生的思维力、生成力、表达力。

学生的学习热情是如何调动起来的?是不是能用一种精神层面的东西去影响、感染学生?在实践中我找到了答案,那就是从人格上去尊重每一个学生,平等的对待每一个学生。虽然简单,却正中要害,倒出了教育教学的真谛。教师不岐视每一个差生,用欣赏的眼光调动学生的积极性,教师着力打造平等、和谐的师生关系,让后进生本已自卑的心灵得到安慰,让每一名学生有存在感,教师在课堂中要善于倾听,让学生在倾听中得到认可,学生的参与度成为课堂教学的评价标准,让每一个学生体现到自己的价值,学生得到充分尊重了,学生都有了学习自信心,学生的学习积极性被充分调动起来了,那学生的进长也就指日可待。

在教育教学实践中取众多高效课堂的教学之长,结合自己学生的实际,逐步自己的课堂特色。在教学中我是这样做的:

1、根据《导学案》让学生做好充分的预习,在学生预习的同时,给他们明确的目标,让学生自行建够起初步的知识结构。

2、开放课堂,自主学习。打破传统的教学模式,让学生在课堂上尽情地动起来身动、手动、心动、神动。让学生在课堂上能充分发挥自己的潜能、才能,展开小组学习、独学、对学、群学;让学生养成独自思考、合作探究、对抗质疑的学习能力;让课堂和谐、民主,学生敢问、敢说、敢动,形成一种积极主动,争先恐后、紧张活泼的学习氛围。

3、教学面向全体。以往教学只注重面向好生、中等生,忽略差生。在教学中,利用学生合作学习机会,让学生承担一部分教学任务,使之成为小老师,形成兵教兵、兵练兵、兵强兵;好生带动中等生,中等生带动差生,形成生生互动的浓厚学习氛围。

4、应注重学生学习方法的培养。

5、重视学生良好的学习习惯的培养。这样的教学过程能使我们的课堂达到事半功倍的效果。

教师要合理、科学用好学生多元评价机制,调动学生各种积极因素,促进高效课堂持续发展。

1、口头评价不吝啬,课堂上要多鼓励,及时鼓励,肯定评价要多于否定评价;

2、自评互评要准确,学生之间的评价要把握好,不要使学生的自评、互评变成自我夸耀、自我贬低,或互相进行攻击、互相挑刺,评价要中肯;

3、星级评价要权衡,劳动之星、卫生之星、纪律之星、发言之星、质疑之星、合作之星、体育之星、文艺之星,在评星的过程中,尽可能的给更多孩子受表扬的机会;在评进步小组、合作小组、[为您编辑]优秀小组的时候,让学生感受到军功章上有自己的汗水和贡献,让更多的孩子愿意为了进步而互相帮助、互相竞争;但在评选班级之星、班级旗舰、班级舵手时要民主,让学生通过民主方式推选出他们心目的模仿和偶像,让榜样的作用影响整个班级。科学的应用捆绑评价机制,可以让学生在互助中进步和齐飞。

高效课堂的实践启示我,运用艺术组织,关注每一位学生,激发学生情感,调动学生积极性,合理做好评价,使学生在愉快、轻松的心境中全身心地投入到学习中去,让他们在学习中获得成功的快乐。

推荐访问:高效 心得体会 课堂 高效课堂培训心得体会(28篇) 高效课堂培训心得体会(28篇) 高效课堂培训心得和感悟

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