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笔者认为,衡量教师的教学是否有效的最重要指标即学生的学习有无进步或发展。换言之,教学有没有效益,很大程度上并不在于指教师有完成自己的教学内容或教的态度是否认真,而是在于学生有没有学到知识或学生学习的效果好不好。语文教学的有效目标应指通过教学使学生获得发展。笔者所说的发展就其内涵而言,指的是知识与能力、过程与方法与情感态度价值观三者(三维目标)的协调发展。而要实现这个有效目标,除了教师们认清楚自己的传声筒地位之外,创新性地优化课堂结构也十分重要。笔者将在本文中针对提高初中语文教学的有效性,就教师的“传声筒”地位设置和创新性地优化课堂结构这两个方面浅谈自己的观点。
In my opinion, the most important indicator to measure the effectiveness of teachers ’teaching is whether there is any progress or development of students’ learning. In other words, there is no benefit to teaching. To a large extent, it does not mean that teachers are serious about completing their own teaching or teaching. It is about whether students have learned or students’ learning is good or not. The effective goal of language teaching should be to teach students to gain development. In terms of its connotation, the author refers to the coordinated development of three (three-dimensional goals) of knowledge and ability, process and method, and emotional attitude values. In order to achieve this effective goal, in addition to teachers recognize their own voice management position, the innovative optimization of classroom structure is also very important. In this article, I will discuss my point of view in terms of improving the effectiveness of Chinese teaching in junior middle schools, and on the teacher’s “soundtrack” status setting and the innovative optimization of classroom structure.