【正文】        随着课改的不断深入，传统的课堂教学模式正在逐步消逝，转而替代的是教师们向往的小学英语教学的高效课堂。课堂的高效化就要求教师掌握一定的高效的课堂教学策略，使教师的教学变得更为“有的放矢”。 
        “千里之行始于足下”，高效课堂的第一步应是高效的教案。教师的一份“事无巨细”的高效教案也就在某种程度上决定了她的课堂已然具备了有效或高效的潜能。教师在准备一份高效教案时首先应考虑的问题是：授之以鱼，还是授之以渔？这是从教历程中常常遇到的取舍问题。事实上，伴随人一生的成长历程中，人们需要获取的信息量不断增加，新的信息层出不穷。终身学习，自主学习，已成为一种需要。自主获取信息、不断更新自己的知识储备的能力，应从一点一滴中培养。可是，在英语学习中自主学习能力的培养又该从何抓起呢？怎样做才能真正实现学生自主学习，又让学生快乐成长呢？愿意在此分享一些心得与各位共同探讨：
        一、 课型定位需准确
        “闻道有先后，术业有专攻。”学生的语言知识语言技能、情感态度、文化意识及学习策略的培养与积累不是靠一堂课或几堂课“一蹴而就”的，这就要求教师要明确每堂课学生需要学习及发展的语言知识与技能是什么，哪些已知或已会的语言知识与技能能为本堂课所服务。
        二、学情的有效分析
        学生的学情包括以下几方面：Students’ backgrounds, ages, learning abilities, personalities, the number of students etc. 教师对学情的真实有效的分析就决定了教师课堂教学活动设计的内容与形式，决定着课堂活动开展的实效性的高与低。如：我在执教的四年级下册的“国家与城市”一课中所进行的学情分析为：There are 25 or 26 students in this class. They are about 9 or 10 years old. They have learnt English for one and half a year. Students in grade 4 are very active and enthusiastic. They like to play games and have a competition when they are learning. But it’s a little bit difficult for them to learn 7 words of countries and 7 city words in one lesson.
        三、 明晰教学主、次目标的制定及其之间的关系。
        外籍培训专家Frank曾说： A main aim is the most important aim. Main aim is what the teacher causes students to be able to do with the language by the end of the lesson. The main aim is the most important reason for the lesson but does not describe what happens during the lesson. It is focused on what students will be able to do after the lesson-something they couldn’t do before it. A subsidiary aim is the secondary focus of the lesson, less important than the main aim. It could be language and skills, and learners must use them in order to achieve the main aim.
        教师有了清晰明确的主次目标也就明确了本堂课的教学内容及其重点是什么，而教师需要设计何种教学活动来达成最终的主要目标，所谓“万变不离其宗”就是这个道理。
        四、因人而异的教师个人成长目标的制定。
        每个教师在课堂教学中都有自己的教学魅力与闪光点，但也注定有自己的“短板”。有些教师喜欢上课拖堂、有些教师喜欢上课重复指令、还有些教师喜欢自问自答或语速太快等等。这些看似不是问题的问题都在无形中影响着一堂课高效化的达成。如果教师能有计划有目标的在每堂课中改善自己教学中的“短板”，这就让我们的课堂又离高效近了一步。
        五、课堂教学中教师高效策略的有效运用
        1.良好学习氛围的营造与创设。
        It means that when teacher stands in front of the students, he/she should be totally involved with his/her body, mind and emotion. Teacher should know clearly what his/her role is now. Teacher not only presences herself/himself well, but also needs to help students get ready for learning with their physical and mind present. There are many ways to build good rapports for students: variety of interesting activities, praising students, teachers’ body language, teachers’ humor, teachers’ different facial expressions etc.
        2.激发、鼓励、吸引及优化的评价方式可助课堂高效化一臂之力。
        Teacher plays different roles in class, such as assessor, rapport builder, involver and observer … In order to help learners learn in a positive way, teacher needs to make learners want to learn, give support and confidence to learners, make sure to make all learners participate learning and support students learn by saying suitable and encouraging words. 
        3. 课堂活动的设计与开展应“以学生为主体”为出发点。
        All kinds of activities should be done based on developing students’ ability. Teacher should always think of students first, think about what students will do during the activities. Learning by doing and thinking. It is a very important and effective way to make and help students learn positively.
        4. 多种课堂活动的设计与开展、教学资源的合理使用、学生的互动形式的采用都应考虑到班中不同学习者的需求。Different learner characteristics influence their different learning styles. Teacher should think about the visual, auditory and kinesthetic learners’ different needs when he/she provides different activities, materials and interaction patterns. 如：对于通过“看”来学习的学生的最佳选择可能就是视频、直观教具、文本信息等；而通过“听”来学习的学生听力材料的有效运用就会满足这类学习者。
        5. 教师话语权与学生话语权的孰重孰轻。
        Teacher talks less, students talks more. Give students more opportunities to talk. There are different ways of reducing TTT and increasing STT, such as variety of student-centred activities, short and clear instructions, teacher elicits or prompts the words and sentences from students and so on.
        6. 适时有效的引导强于生硬的告知。
        Telling is not teaching. Believe students and manage to get information from students first, make students think and do during learning.
        案例：I showed seven groups of country maps one by one (in order of China, Japan, United Kingdom, France, Australia, Canada and United States), and asked students to guess the countries’ names according to different maps. Then I elicited the new words of seven countries (if students know) by using seven word country cards and country flags.
        7. 言简意赅、易懂的课堂指令会把课堂变得更为高效。
        Teacher’s instructions should be easily to understand and are given with simple words and logical order. It should include what the task is, how students do it and how long they will do it, etc.
        8.所有课堂活动的开展与延续都只为达成主要教学目标。
        All the stage aims and procedures should serve and support for the main aim and subsidiary aim. By the end of the lesson, the aims should be achieved by different procedures and activities. Productions should be the good evidence for students could get the target language.
        9.学会使用“引人入胜”的教学策略。
        To make sure that teacher can motivate all the students and build a good rapport for students at the beginning of the class. To involve all the students during the class especially the end of the lesson, all the students can take part in the stage of production and do it freely.
        10. 高效监控课堂。
        学生在课堂中的一言一行都影响着教师的教、学生的学。面对这一个个个性鲜明的学习个体这来说，教师要时刻关注学生的不同反应及课堂表现，从而及时调整教学。
        案例：In my third TP, I kept on monitoring everyone in whole class. There was a naughty boy, it is hard for him to be concentrate in class, so I made him busy by kept eye-contact with him and asked him to answer questions several times.
        11． 注重采用有效的纠错方式。
        Teacher uses different techniques to correct different kinds of errors. The techniques we use for correcting errors depend on the type of mistake the learner has made. The purposes of error correction are to help and encourage students learn English better and better, instead of make students lose confidence and interests in learning English. The purposes of feedback are to motivate learners and to help them understand what progress they have made, what their problems are and how they can improve. So feedback should be positive and helpful to students.
        12. 做好课堂时间调控及合理掌握教学节奏也是让课堂的高效性最大化的方法之一。
        Arrange time reasonably and effectively. Some activities needs more time, but some needs less time. So manage time according to different activities and tasks.
         Mary checked the time frequently in her second TP. She also arranged the time reasonably with each activity. Some activities took more time, some went quickly. She spent 2 minutes in warmer and 10 minutes in presentation etc. The teaching pace were controlled by the teacher suitably. And the result is that she managed the time effectively, all the activities were finished and students were concentrated enough in class.
        13. 有效合理的开发并使用教学资源，使之最大化的为课堂教学服务。
        Not all contents in Students Book are suitable for students. Teacher should develop the materials by judging different students’ level, language skills and interests.
         案例： In Connie’s last TP, she adapted the 6 new words of landmarks in 6 countries into famous fruit in Xinjiang. Because students are not familiar with the 6 new words of landmarks, and they are lack of international knowledge. And in order to practice students’ reading skills, Connie designed two reading handouts and used them to develop students’ reading skills.
        总之，课堂教学的质量、效率、成效的提高主要靠教师，取决于教师的专业素养和专业化能力。而教学研究又是提高教学质量的有效途径。 “教师的真正本领，不在于他是否会讲述知识，而在于是否能在课堂上激发学生的学习动机，唤起学生的求知欲望，让他们兴趣盎然地参与到教学过程中。”而时刻把学生放在心中、“以学生为本”的课堂必定是高效课堂。