杜威说过:“一个有效的反应就是能完成一个可以看到的结果的反应。”而“课堂有效性”问题作为我们教学层面上的聚焦点体现在各个方面,而最核心的就是教学设计的有效性。下面就以湘教版地理选修Ⅴ第二章第二节《我国的干旱》为例,来谈一下课堂教学设计有效性。一、以学生为主体,找准教学起点“以问题形式来切入教学,是有意识地引导学生从无问题意识转移到问题意识上来,从没有问题到有问题的学习,实际上也是为了扭转我们多年来传统教学中对学生问题意识的模式和压 Dewey said: ”An effective response is to complete a response that can see the result. “ And ”classroom effectiveness “ problem as our teaching level of focus is reflected in all aspects, and the most central Is the effectiveness of teaching design. Here is a version of the Hubei Provincial Education Geography Elective Chapter V second chapter ”China’s drought,“ for example, to talk about the effectiveness of classroom teaching design. First, students as the main body, identify the starting point for teaching ”to cut into the teaching of the problem form, is to consciously guide students to move from the problem-free awareness of the problem consciousness, from no problem to problem learning, in fact, is to reverse us Over the years the traditional teaching of student problem awareness patterns and pressure