随着新课程的实验不断推进,如何认识数学教学的有效性?值得教师们思考和探讨。传统的“立竿见影”的有效教学观在相当一部分教师的认识中已根深蒂固!在新课程理念的背景下,如何从新的视角重新审视有效教学观,给“有效教学”赋予新的内涵,并将新的有效教学观落实到课堂操作层面上?笔者认为,应着重处理好教材与学材、生活味与数学味、教师讲授与学生探索三则关系。一、教材与学材的关系教材是学生从事数学学习活动,实现学习目标的重要资源,为学生提供了学习的基本素材和学习活动的基本线索。但是,教材不完全等同于学材,教材往往把知识 How to recognize the validity of maths teaching as the experiment of new curriculum progresses? It is worthy of teachers’ thinking and discussion. The traditional “immediate” effective teaching concept has been deeply rooted in the cognition of a considerable number of teachers. In the background of the new curriculum concept, how to reexamine the effective teaching concept from a new perspective and give new meaning to “effective teaching ” , And put the new effective teaching concept to the level of classroom operation? The author believes that we should deal with the teaching material and the learning materials, the taste of life and mathematics, the teaching of teachers and the exploration of the three relations between students. First, the relationship between textbooks and learning materials Teaching materials are students engaged in mathematics learning activities, an important resource to achieve learning goals for students to provide the basic elements of learning and learning activities of the basic clues. However, the textbook is not exactly the same as the textbook, and the textbook often puts knowledge