日前,彭阳一中青年教师“高效课堂”大赛落下了帷幕。本次大赛历时五周,有57位教师参加了说课、作课活动,有近百名教师参加了看课和评课活动,可谓盛况空前!然而,透过现象看本质,我们发现当前“高效课堂”仍存在许多问题。一、对“高效课堂”理解出现偏差“高效课堂”一词的提出有其具体的社会背景,它是山东杜郎口中学实施课堂改革后,针对课堂教学实际提出的一个概念。从其产生的过程看,它并不是一种教学理念,更不是我国教育改革的代名词。课堂教 A few days ago, Peng Yang, a young teacher in the “efficient classroom” contest ended. The competition lasted five weeks, with 57 teachers participating in class activities and class activities. Nearly one hundred teachers participated in the class reading and assessment activities. It was an unprecedented event! However, through the phenomenon, we found that the current "effective There are still many problems in the classroom. First, there is a specific social background for the introduction of the word “effective classroom” and the interpretation of “effective classroom”. It is a concept put forward by the Dulongkou Middle School in Shandong after classroom reform. From the process of its emergence, it is not a teaching concept, and it is not a synonym for China’s education reform. Classroom teaching