语与文既有明确分工,又紧密相连,主要表现为以听说读写为一体,各有侧重不可偏废。但是,在传统教育思想尤其是“应试教育”影响下,小学语文教学忽视听说读写的整体性,往往拘于其中一隅,呈现课时最多、投入最大、收效甚微的局面。有效教学,就是指教师在单位时间内实施的教学,对学生语文知识积累、思想情感升华、基本技能历练等多方面产生的显性作用和深远影响。简而言之,有效教学的重要指标就是学生有没有进步。 Both language and text have a clear division of labor, but also closely linked to the main performance of the Listening and Speaking as one, each focusing on not to be neglected. However, under the influence of traditional education, especially “examination-oriented education”, primary school Chinese teaching neglects the integrity of listening, speaking, reading and writing, and therefore tends to be caught in the corner with the most hours, the most input, and the ineffectiveness. Effective teaching refers to the dominant role and far-reaching influence produced by teachers in implementing teaching within a unit of time, accumulating students’ knowledge of Chinese, elevating their ideological and emotional abilities, and acquiring basic skills. In short, an important indicator of effective teaching is whether students progress.