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有效教学是指在有限的时间和空间内,教师采取恰当的教学方式,激发学生学习的积极性,让学生主动参与学习的过程,有效获取、真正理解知识。然而学习材料能否激发学生的探究欲望、教学设计是否符合学生的发展需求等,这一切都影响着课堂教学的质量,影响着课堂教学的有效性。但在当前的教学实践中,数学课堂教学存在一些与课标理念形似神异的现象,降低了数学课堂教学的有效性,笔者下面来加以剖析与论述。
Effective teaching means that in a limited time and space, teachers take appropriate teaching methods to stimulate the enthusiasm of students to learn, so that students take the initiative to participate in the learning process, effective access to truly understand the knowledge. However, whether learning materials can stimulate students ’inquiry desire and whether teaching design conforms to students’ development needs all affect the quality of classroom teaching and affect the effectiveness of classroom teaching. However, in the current teaching practice, there are some phenomena that seem to be strangely different from the concept of course standard in mathematics classroom teaching, which reduces the effectiveness of classroom teaching in mathematics. The author analyzes and discusses the following.