教材给我们提供了广阔的舞台,挖掘教材中有效的教学价值,达成核心教学目标是衡量高效课堂的重要标志。用教材教而并非教教材,更接近于学科目标优化达成的策略。全国著名特级教师薛法根曾经对3～4年级的年段教学目标(教什么)加以4个方面的提炼:识字能力、朗读能力、解读能力和诵读积累优秀诗文的能力。然后用这4个方面关照一篇篇课文,教者根据学生的需要提炼有效教学价值组合成相关的教学板块,并把 Textbooks provide us with a broad stage, mining effective teaching value of teaching materials, to achieve the core teaching objectives is an important symbol of efficient classroom measurement. Teaching materials and not teaching materials, closer to the goal of optimizing the strategy achieved. National famous top teacher Xue Fagan once grade grade 3 to 4 (teaching what) to be four aspects of refining: literacy skills, reading ability, ability to read and recite the accumulation of excellent poetry ability. Then use these four aspects to take care of an article, teachers according to the needs of students to extract effective teaching value into the relevant teaching portfolio, and