尽管有效教学的理论学得不少,也贯穿得不少,但是纵观课堂的实际情况,却仍然不尽如人意。不少老师仍然出现了理解与操作上的误区,笔者历任学校高级部语文教研组长,从一轮轮的课堂听课中走来,对小学语文教学的现状仍然不甚乐观。理念误区一:有效=高分尽管不少老师在学校这样那样的考核中名列前茅,学生考的分数也不差,但是从其课堂教学来看,却仍然差强人意。课堂现状一:满堂灌型上课了,简单地组织教学后,授课教师说:大家把课文读一 Although the theory of effective teaching has learned a great deal and has run through quite a lot, it is still not satisfactory to look at the actual situation in the classroom. Many teachers still appear misunderstandings on understanding and operation. The author successively took the post of head of the Chinese teaching and research department of the senior department of the university. From a round of class lectures, I am still not optimistic about the status quo of Chinese teaching in primary schools. Misunderstandings a concept: effective = high score Although many teachers in schools such assessment among the best students score is not bad, but from the perspective of classroom teaching, it is still unsatisfactory. Classroom status quo: full house irrigation class, and simply organize teaching, the lecture teacher said: we read a text