新课程追求的是有效的课堂,即课堂上应追求有效生成,对待预设之外的意外因素,我们没必要都把它作为生成性的教学资源,教学目标、教学重点和教学策略不要因之而轻易改变,无法预设的精彩应是教育智慧的结晶,不是刻意追求的结果。因此,教学的有效性并不是指教师有没有教完内容或教得认真不认真,而是指学生有没有学到知识或学生学得好不好。学生有无进步或者发展就成了教学有没有效益的唯一指标。从而我们可以这样认为, The new curriculum is to pursue an effective classroom, that is, the classroom should be the pursuit of effective generation, treatment of unexpected factors outside the pre-set, we do not need to regard it as a generative teaching resources, teaching objectives, teaching priorities and teaching strategies not because of And easily changed, unpredictable wonderful should be the crystallization of educational wisdom, not the result of deliberate pursuit. Therefore, the effectiveness of teaching does not mean that the teacher has not finished the content or taught not serious, but refers to the students have not learned or students learn good or bad. Whether there is progress or development of students has become the only indicator of the effectiveness of teaching. So we can think so,