新课改以来,我们曾为“目标拟定的多维翔实,环节预设的精雕细琢、媒体运用的新颖奇特、课堂评价的激情澎湃”而津津乐道。然而,作为数学教师,是不是应该静下心来想一想:在热热闹闹的课堂背后,我们的课堂教学是不是有效?我们是不是因为过分追求课堂教学的包罗万象、滴水不漏和完美无缺,使得如今的数学课千头万绪、“枝繁叶茂却不见树干”?那么,该如何提高数学课堂教学的有效性呢?笔者以四个教学案例的简介和解读对新课程背景下有效课堂教学作一些探讨。 Since the new curriculum reform, we have rejoiced at the “multidimensional informative and predictive crafting of the” target, the novel and unusual use of media, and the surging passion for classroom evaluation. " However, as a math teacher, should we stop and think about it: Is it effective for our classroom teaching to be behind the bustling classroom? Is not it because of our all-encompassing, omission and flawless pursuit of classroom teaching, How to improve the effectiveness of mathematics classroom teaching? The author of the four teaching cases of the introduction and interpretation of the new curriculum in the context of effective classroom Teaching for some discussion.