學習高效課堂八講心得體會

1、學習高效課堂八講心得體會經(jīng)過暑期對高效課堂八講的認真學習，使我對高效課堂有了更深一步的認識，是我真正認識到，高效課堂是整個教學過程的最優(yōu)化，教學效果的最大化。它是每一個老師不斷追求的目標，也是師生完美配合的結晶。一 對理解高效課堂的認識高效課堂就是要求教師深入了解學生個體的差異，以智力、性格、興趣、成就、情意特質等方面不斷提供符合其發(fā)展的教學環(huán)境，使學生從中獲得成功的體驗，增進學生的學習興趣，謀求充分、自由、全面、均衡的發(fā)展。這是以人為本的課堂，以學生成長為目的，看到學生實實在在的進步。盡管每位教師采用的教育形式不同，但都是為了一個共同的教育目的，為學生的終身學習與成長奠定基礎。通過學習加強了

2、對“高效課堂”的理解：首先要有學生立場，以學生成長為目的，。其次是指要“設身處地”想學生所想，急學生所急。其次，“高效課堂”的完整理解應是：有效果，有效率，有效益。高效課堂之“高效”不應只是分數(shù)和升學率的最終高效，而應落實于每一天，每堂課的有效和高效上。如果不能抓住每一堂課，課堂教學徒有其形，而把學習的任務推遲到課堂之外，就談不上高效。實實在在的上好每一節(jié)課，踏踏實實備好每一節(jié)課，高效課堂才會卓有成效。依據(jù)課堂反饋隨時調整教學計劃，努力滿足不同學生的學習需要，并及時用多種方式給予相應評價，是高效課堂的保障環(huán)節(jié)。從學生學習實際需要出發(fā)調整教學計劃，修正教學安排，是提升教學有效性的需要。二 實施高

3、效課堂。高效課堂的教學方法是：先學后教，當堂訓練。“先學”是在課堂上學，老師開始講課前，學生在老師的指導下，緊緊圍繞本課的學習目標，按照老師預設的最有效的學習指導進行的自我實踐，自主探究，自主學習?！昂蠼獭笔侵笇W生在先學的基礎上，教師組織引導學生為解決“先學”中存在的問題所進行的相互實踐，相互探究，相互學習。課堂上應做到以下幾點：1、學生能自己學會的放手讓學生自學。2、學生不會的小組討論學習。3、老師需要解決的是那些共性的、有規(guī)律的問題。做到“不學不教”，“以學定教”，“教學相長”，從而打造一個師生共生、共學、共贏的課堂。優(yōu)質高效的課堂是學練結合的?！爱斕糜柧殹本褪窃谡n堂上，在“先學”與“后教

4、”的基礎上，為了檢測學生目標的達成情況，教師組織、引導學生對“學”和“教”的內容作出的反饋。集中有序的課堂訓練，效果遠大于課后作業(yè)。高效課堂有三個特征：真實、有序、緊張。真實是指“千教萬教教人求真”、“千學萬學學做真人”。有序是指符合規(guī)律的序，在學中發(fā)現(xiàn)問題，在合作中解決問題，在訓練中再發(fā)現(xiàn)問題，在探討中再解決問題，周而復始，形成良性循環(huán)。緊張指的是課堂上學生應做到思維緊張，全力以赴，全神貫注，全心全意。三 課堂教學必須活而實才能高效。當課堂教學不同程度存在形式主義，華而不實的花架子，甚至出現(xiàn)一些課堂作秀，尤其是公開課、示范課或觀摩課，更是讓人覺得如此。所以應該轉變觀念，在課堂評價上做到以下幾

5、點：1、看課堂氣氛。通過觀察，看學生眼神，是否主動、積極、專注、和用心。2、看學生參與的人次是否到位，是否真正參與到課堂活動中來。3、看教師控制學生的能力。課堂活動形式是否多樣，學生是否樂于接受。4、看效果。學生不能偏離主題，成了放羊式教學，調整好課堂秩序。四 實施高效課堂教學策略實施高效課堂要對課堂教學的無效性、低效性表現(xiàn)行為進行梳理。當前，課堂教學的低效性表現(xiàn)在課前準備上是教學設計不精心：雖然所有的教師課前都能做到認真?zhèn)湔n，認真鉆研大綱和教材，也知道要沉著、自信的心理狀態(tài)去面對學生，而很多教師備課卻只停留在對教參、現(xiàn)成教案的照抄照搬，更有少數(shù)教師為了應付檢查，突擊抄寫別人的教案，不能做到根

6、據(jù)課堂教學目標的要求、教學對象的年齡、知識、認知能力等，去精心設計教學過程與方法，也沒能深挖教材和超越教材，更沒能預想到在課堂上有可能遇到學生提出的問題或有可能發(fā)生的突發(fā)事件而隨機應變而具備良好的教育機智。因此，“臺上一分鐘，臺下十年功”，要實現(xiàn)課堂高效，必須下足課前準備功夫，備課不是單純地寫教案,而必須備教材、備學生，不僅要花功夫鉆研教材、理解教材，仔細琢磨教學的重難點，更要了解學生的實際情況，根據(jù)學生的認知規(guī)律選擇課堂教學的“切入點”，合理設計教學活動。仔細考慮課堂教學中的細節(jié)問題，對于課堂上學生可能出現(xiàn)的認知偏差要有充分的考慮，針對可能發(fā)生的情況設計應急方案，確保課堂教學的順利進行。還要

7、設計高質量的有針對性的課堂練習。再根據(jù)教學過程的設計和教學的實際需要制作好教學所必須的教具或課件、學生操作的學具等。總之，課堂是我們教學的主陣地，影響課堂效率的因素很多，但課堂教學因素占了相當?shù)谋壤?，我們只有理性地認識我們的課堂教學，客觀地面對我們的課堂教學存在的問題，才能不斷改進我們的課堂教學。提高課堂教學效率的方法有很多，除了課前的周密準備、課堂求真務實、不斷改進教學結構和教學方法、營造和諧教學氛圍外，還有很多需要我們去思考與實踐。我們遇到的困難也會不少，碰到的問題也會很多。只要我們面對問題和困難，冷靜思考，勇于實踐，善于總結，一定會不斷提高課堂教學效率。高效課堂“八講”學習心得王養(yǎng)省20

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