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当前,构建有效课堂的呼声越来越高,人们对与“有效”相关的思考也越来越深。综观小学数学课堂教学,我们会发现,教与学的关系处理不当,教师不能结合生成资源调整教学,教学内容或教学目标处理不当等现象并不鲜见。究其原因,应该说很大程度上源自课前设计的不科学、不灵活。那么,如何提高教学设计的有效性呢?
At present, the voice of constructing effective classrooms is getting louder and louder, and people think more and more about “effective”. Looking at the mathematics teaching in primary schools, we find that it is not uncommon to find that the relationship between teaching and learning is not properly handled, that teachers can not combine teaching to generate teaching resources, and that teaching contents or teaching objectives are not properly handled. The reason, it should be said that a large part of the pre-class design from the unscientific, inflexible. So, how to improve the effectiveness of instructional design?