课堂教学是否有效,一直是教师及领导对课堂教学质量研究的重要课题。到底怎么样的课堂教学是有效、低效,或是无效呢?却没有多少人能说得清。因为教育有隐性和长期性的特征,所以有效教学的衡量指标难以明确。本文试从增值、增量与增趣3个指标提出观点,希望能给大家带来启示。 The effectiveness of classroom teaching has always been an important issue for teachers and leaders in the study of classroom teaching quality. In the end how kind of classroom teaching is effective, inefficient, or invalid? But not many people can say it clearly. Because of the implicit and long-term nature of education, the measure of effective teaching is difficult to articulate. This article tries to point out the three indicators of value-added, increment and increase interest, hoping to bring enlightenment to everyone.