所谓“有效”是相对“无效”和“负效”而言的。它包括低效和高效。对教学来说,倡导有效教学,就是要力避无效甚至负效的教学行为,追求教与学的有效性。从理论上来讲,百分之百的高效是不存在的,所以有效教学的价值取向是力争高效。作为教师来说,有效教学更多的是对自身教学行为的一种关注与思考,课前用心预设,课中灵活调控,课后精心反思应成为教师的职业习惯。 The so-called “valid ” is relative “invalid ” and “negative effect ” terms. It includes inefficiencies and efficiencies. For teaching, to advocate effective teaching is to avoid ineffective or even negative effects of teaching behavior, the pursuit of teaching and learning effectiveness. In theory, one hundred percent of the high efficiency does not exist, so the value orientation of effective teaching is to strive for efficiency. As a teacher, effective teaching is more of a kind of attention and thinking of their own teaching behavior. Pre-class intentions pre-set, flexible control in class, after-class reflection should become a teacher's professional habits.