有效预习是培养学生自主学习能力,追求有效教学的潜推力。文章全方位剖析小学语文预习,认为有效预习不仅符合认知规律,还顺应新课程倡导的学习方式,有利于构建有效的教学,因而将有效预习界定为:学生以自己实际的知识背景为基础,运用自主、合作、探究的学习方式将自己提升为最佳的适合有效教学的学习过程。文章同时指出当下语文预习为浅表性的学习,并在“量”与“质”两大层面与有效课堂教学脱离。原因无非以下三点:首先,缺少预习反馈机制。其次,脱离教学目标。再次,缺少方法上的指导。与教学目标紧密相连,创设可操作的验收形式,并进一步加强方法上的指导会是解决问题的方向所在。 Effective preview is to develop students’ autonomous learning ability, the pursuit of effective teaching of the potential thrust. The article analyzes the preliminary study of Chinese in primary schools in an all-round way, and considers that the effective preparation not only conforms to the cognitive law, but also complies with the learning methods advocated by the new curriculum and helps to construct effective teaching. Therefore, the effective preparation is defined as follows: Based on their actual knowledge background, Use self-directed, collaborative, and inquiry learning to elevate yourself to the best learning process for effective teaching. At the same time, the article points out that the current Chinese pre-study is superficial learning, and is separated from effective classroom teaching in two aspects: quantity and quality. The reason is nothing more than the following three points: First, the lack of preview feedback mechanism. Second, from teaching goals. Again, lack of methodological guidance. Closely linked with the teaching objectives, the creation of operational forms of acceptance, and to further strengthen the guidance of the method will be the direction of the problem.