The inefficiency of the classroom leads to students' weariness of learning and teachers' weariness of teaching. Teachers teach very hard and students are very tired, which makes the original lively and interesting history class dull and lifeless, and students have not got the development they deserve.

Therefore, exploring and constructing efficient classroom is the only way to improve the teaching level of junior middle school history classroom.

Combining the relevant theoretical research of efficient classroom and the teaching practice of history classroom, I think the construction of efficient classroom of history subject should be carried out from the following aspects.

First, prepare lessons carefully to lay a good foundation for efficient classroom.

1. Seriously study the new curriculum standard and accurately grasp the intention of textbook arrangement.

For example, under the study theme of "separation of political power and national integration" in the ancient history of China, three content standards are listed: ① understanding the historical facts of the formation of the Three Kingdoms; (2) Telling the historical facts that population migration to the south and ethnic exchanges promoted the development of Jiangnan; ③ Summarize the measures taken by Emperor Xiaowen of the Northern Wei Dynasty to promote national integration.

Item (1) uses the behavioral verb "understand", which belongs to the most basic "memory level".

"Separation of the three powers" is an important historical feature of this period, and the history of the Three Kingdoms is the most typical period in the history of China, showing the contradiction between unity and division.

In classroom teaching, we should grasp the core of the contradiction between "unification" and "separatist regime", so that we can all grasp this important historical phenomenon in the history of China.

"National integration" is also an important historical feature of this period. The third use of the behavioral verb "overview" belongs to the understanding level, requiring teachers to guide students to understand this historical phenomenon.

In the reform of Emperor Xiaowen in the Northern Wei Dynasty, measures such as "wearing Hanfu", "speaking Chinese" and "marrying Han Chinese" were taken to help students understand the implementation of these measures, thus eliminating the national boundaries and barriers in language and blood, and playing a direct role in promoting national integration.

2. Carefully analyze the academic situation to meet the needs of students' all-round development.

Junior high school history contains knowledge in the vividness and interest of teaching materials. History teachers should grasp this feature and design preview programs for students, so that students can preview their knowledge in their interest in historical stories, historical figures and historical events.

Do a good job in classroom teaching preview first, realize learning pre-position and problem pre-position, let teachers make judgments according to "learning situation" and set up teaching links.

Through questioning, group evaluation, classroom error correction and feedback correction, the teaching objectives are achieved step by step.

Students gain method and experience success by participating in classroom activities and achieving goals, which is the "progress" and "development" of students required by efficient classroom.

Second, carefully organize the teaching process and build an efficient classroom.

1. Classroom questioning should have thinking value and conform to students' cognitive level.

In the teaching of the Reform Movement of 1898, the first volume of the eighth grade, the teacher designed the following two questions to explain the reasons for the failure of the reform: (1) Did the reform succeed with the support of the emperor and some scholars? (2) Why did the reforms supported by Emperor Guangxu, the supreme ruler, fail? The design of these two problems follows the principle of step by step.

The first question seems simple and seems to have no value for thinking. In fact, its value lies in serving and enlightening the second question.

Students can get the message that "the people have not been mobilized" through discussion.

Classroom questioning turns knowledge points into exploratory problem points and ability points. By questioning, questioning and dispelling doubts about knowledge points, students are stimulated to think positively, and gradually form their spirit of inquiry and their ability to analyze, summarize and deduce teaching materials.

2. Pay attention to the guidance of learning methods and form students' learning ability.

For example, the history textbook "The Times of Great Change" starts with topic analysis, and the method should guide students to find the breakthrough point of thinking and the exploration point of problems.

What historical period does the era refer to? Who is the agent of change? What are the measures, functions and significance of change? What is the direction of change? Who is the goal of change? What is the driving force for change? What are the conditions for change? Through these questions, students are guided to explore independently, and finally master learning methods, develop study habits and form learning ability.

3. Strengthen the management of classroom activities and control the classroom rhythm.

I once heard a young teacher's "Zhang Qian's Sailing to the West" open class. There is a plot in which Zhang Qian goes to the Western Regions to bid farewell to Emperor Wu of Han Dynasty, so that students can perform in class. Several performing students are busy dressing up and reciting words. After stepping onto the podium, the hat of "Emperor Wu of the Han Dynasty" was knocked off because there were few people, and everyone laughed from ear to ear.

This kind of class is not compact, seemingly lively, but actually chaotic, which greatly reduces the efficiency of the class.

This kind of "performance" is of little help to the completion of classroom objectives, students can learn nothing from it, and even have the opposite effect, delaying the teaching progress and affecting the completion of teaching objectives.

Therefore, teachers need to adhere to the teaching objectives in the classroom, make the classroom full and effective, highlight the key points and difficulties, and arrange the teaching links in a targeted manner.

4. Teachers should dare to "let go" and truly realize efficient learning.

When I was dealing with the difficult problem "The Success or Failure of the Revolution of 1911" in the first volume of Grade 8, I asked my classmates to debate in groups. In the debate, the students not only reached the conclusion of success and failure, but even more unexpectedly, one student put forward his own new viewpoint, "If Sun Yat-sen didn't give Yuan Shikai the position of President, would the Revolution of 1911 be successful?" This question is very good, and I immediately praised this classmate.

Around this issue, guide students to continue to explore, and finally fall on the revolutionary purpose of "whether the anti-imperialist and anti-feudal tasks are completed", so as to truly achieve the role of discussion and reveal the essence of the problem.

The presentation of this question shows that students have seriously considered this question and dared to make assumptions about historical facts. This is a breakthrough in students' dialectical thinking, historical remains and books, and the result of "open" classroom.

However, in any case, we must achieve certain teaching goals. We must make clear what knowledge, emotion and skills students should acquire in this class, make the class more open, adopt various ways to teach, discuss, debate or play a role, so that students can master the learning content and better realize the teaching objectives.

The content of history study is very extensive, and the understanding of historical materials also has a process. In history teaching, we should get rid of the rigid thinking mode, make full use of various ways to let students participate in teaching, and stimulate students' interest in learning history with flexible and diverse teaching methods.

In short, the history teaching under the new curriculum can not be limited to students' understanding, but more importantly, it should meet the needs of students' survival and development.

Therefore, in the new curriculum reform, teachers are required to change their teaching concepts and methods, conform to the development of the times, and re-form their own teaching methods.

In the teaching and learning of history, students should be encouraged to actively participate in the teaching process, so that students can acquire historical knowledge and develop their feelings, will, ability, psychology, thinking ability, values and outlook on life in an all-round way.

Efficient classroom reflects the attitude of being responsible for students' lifelong development, which should be the unremitting pursuit of our history teachers.