随着教学改革进程的深入推进,课改理念的深入渗透,教学有效性中的“有效”一词,其衡量的标准和内涵也发生了变革和深化,侧重于对课堂参与学生主体学业水平和解决能力的培养,侧重于对新课改理念精髓要义的渗透和贯彻.高中阶段的学习群体,自身学习能力初步形成,学习观念初步树立,学习目标已经确立.如何利用高中生已有学习成果,结合课改目标要义,开展教与学统筹协调、科学发展的实践活动,已成为“教学有效性”这一探 With the deepening of the teaching reform process, the penetration of the concept of curriculum reform and the “effective” in teaching effectiveness have also changed and deepened their standards of measurement. Level and ability to solve the problem, focusing on the essence and meaning of the new curriculum reform infiltration and implementation of high school learning groups, their own learning ability initially formed, the initial establishment of learning concepts, learning objectives have been established .How to use high school students have to learn Achievements, combined with the goal of curriculum reform, to carry out teaching and learning overall coordination and scientific development of practical activities, has become the “teaching effectiveness” of this exploration