陈斌

摘要：关于什么是有效教学，仁智互见，这是一个不争的事实。在新课改的实践中，对提高语文教学有效性的一些因素已得到了广大教师的认可，如充满个性的读书声，基于文字的阅读体验和扎实的语言训练等，但对于有效教学标准的探讨也一直没有停过。到底怎样的语文课才是一堂好课，是一堂高效的课，称得上是一堂有效的课，专家们的观点都存在很多分歧。有的学者认为，凡是能促进学生发展的教学就是有效教学；有的学者则认为，让学生学的轻松愉快、发展良好的教学，才是有效教学……如此种种，观点很多。不过，专家们的观点都有一个共同点，那就是从学生发展的角度来检验是否“有效教学”，这样的标准当然是再正确不过的了。

关键词：小学语文愉快有效教学

Abstract: about what is the effective teaching, shown much, this is a fact of life. In the practice of new curriculum reform, to promote Chinese teaching effectiveness of some factors has obtained the general teachers recognition, such as of the personality DouShuSheng, based on the experience of reading and writing the language training, solid, but for the effective teaching standard discussion also had not been stopped. What is the language lesson is a good lesson, is a high efficient class, it is one of the effective class, experts point of view there are a lot of differences. Some scholars think, always can promote students' development of teaching is the effective teaching; Some scholars have argued that the let students learn the light, develop the good teaching is the effective teaching...... So a variety of, view a lot. But, experts point of view all have one thing in common and that is from the point of view of the development of students to test whether "effective teaching", the standard of course is that more true than.

Key words: a primary school Chinese effective teaching

中图分类号：H09文献标识码：A 文章编号：

我们认为，一堂课是否能达到有效教学的要求，应该完成以下几个方面的任务：构建轻松的课堂、创造朴实的课堂、生成有价值的课堂。

一、构建轻松的课堂

单就建构而言，这是当前有效教学在科学规律上的集中体现。近年来，“建构主义”教学理论揭示了新的教学认识规律，在教育科学研究上有了一定的突破，这一理论成为本次课程改革重要的认识论基础。

建构主义理论认为，知识是主动建构的，而不是被动接受的。如果没有主体的主动建构，知识是不可能由别人传递给主体并被主体所内化的。这一点与我们以前学习的哲学理论是一致的，内因是起决定性作用的，外因起辅助作用。