效率,就是以最少的消耗(如时间、精力、财力等)获取最好的工作效果。对于课堂教学效率,一般有两种体现形式:一是预设效果,二是生成效果。预设效果就是:一堂课该掌握什么,掌握了什么。譬如一堂化学课,学生经过这堂课的学习,弄懂了该懂的概念,记住了该记的知识,理解了该理解的问题,反应原理明白了,实验操作没问题了,这就表明教师根据教材编写意图确定了教学的重点、难点并完成或突破了它们,与之相伴随的,是学生能取得好的考试成绩,老师工作得到了立竿见影式的回报,人们评课时,把目光都盯在最后的结果上,至于这个结果是怎样得到的,像是并不重要。从“目标—效果”指标上看可谓之“教学效果好”。而“生成效果”则是在课堂上学生确实交 Efficiency is to obtain the best work results with the least consumption (such as time, energy, financial resources, etc.). For classroom teaching efficiency, there are generally two forms of expression: one is the preset effect, and the other is the effect. The default effect is what to master and what to master in a class. For example, after a chemistry class, students learn the concept of understanding, remember the knowledge of the note, understand the problem of understanding, understand the reaction principle, and have no problem with the experimental operation. This shows that The teacher determined the key points and difficulties of the teaching according to the teaching intent, and completed or broke through them. Accompanied by this, the students could obtain good test scores, the teacher’s work was immediately rewarded, and people looked at the lesson. Focusing on the final result, it does not matter how this result is obtained. From the “target-effect” indicator, it can be said that “teaching effect is good”. The “generate effect” is that the students do in the classroom