课堂高效是教学改革始终不渝的追求。新课程实施以来,目标多元、重视过程、讲求合作、关注体验等课程理念被老师们广泛认同并逐步转化为日常的教学行为,给课堂注入了活力。与此同时,我们也看到了一些所谓“矫枉过正”的现象:目标泛化、内容繁杂、结构散乱,重形式、轻实效等等。就小学数学而言,诸如此类现象并不少见。本文试图结合一些具体案例的分析就如何提高课堂有效性谈几点体会。一、教学目标要简明,切勿纲目并举新课程提倡教学目标多元化。《数学课程标准》把目标划分为“知识与技能, Efficient classroom is the unswerving pursuit of teaching reform. Since the implementation of the new curriculum, the curriculum concepts such as diversity of objectives, emphasis on process, emphasis on cooperation and concern on experience have been widely accepted by teachers and gradually transformed into daily teaching behaviors, infusing vitality into the classroom. At the same time, we have also seen some so-called ”overkill“ phenomena: generalized goals, complicated content, scattered structures, heavy forms, light effects and so on. In primary school mathematics, such phenomena are not uncommon. This article attempts to combine some specific case analysis to talk about how to improve the effectiveness of the classroom. First, the teaching objectives should be concise, not to mention the new curriculum and program to promote the diversification of teaching objectives. ”Mathematics curriculum standards“ to the goal is divided into ”knowledge and skills,