随着课程改革的不断深入,越来越多的把“高效课堂”视为评价一位老师教育教学水平的重要指标。诚然,这样的改革改变了以前相对单一的教学方式,解放了学生,提高了学生的积极性,但在推行这一改革的同时也出现了一系列问题,比如有的课堂只落于形式,活是活了,学生也学到了一点东西,但真正实质的东西越来越少。比如我们的高中语文课堂,相当一部分老师加强了对学生自主学习、小组交流和合作探究的尝试,但却忽略了一系列问题:哪些问题是我们需要讲的?哪些东西我们没必要在课堂上耗费时间?哪些合作探究是真正有效的?笔者经常在反思,怎样的课堂才是高效的课堂?怎样的高中语文课堂才是高效的高中语文课堂?针对这一问题,笔者有以下几点看法。 With the continuous deepening of curriculum reform, more and more “efficient classroom” is regarded as an important indicator to evaluate a teacher’s education and teaching level. It is true that such a reform has changed the relatively simple teaching method of the past, liberated students and boosted students’ enthusiasm. However, a series of problems emerged during the implementation of this reform. For example, some classes only fall into the form of living Live, students also learned a little something, but the real thing is less and less. For example, in our high school Chinese class, a considerable number of teachers have stepped up their efforts to explore students’ self-learning, group exchanges and cooperation and exploration, but they have ignored a series of questions: what are the problems we need to talk about and what we do not need to spend in class Time? What cooperation is really effective? I often reflect on, what kind of classroom is efficient classroom? What kind of high school Chinese language classroom is efficient high school Chinese classroom? Against this issue, I have the following views.