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5月23日、24日上午,石狮小学数学“指向思维品质的学习习惯培养”专题研讨活动在石狮市第五实验小学如期举行。此次活动由石狮市第五实验小学张汉超老师主持,石狮市教师进修学校黄玉香副主任与全市四百五十多位老师参与活动。
","type":1},{"img_height":800,"img_size":573,"img_url":"https://ss-mpvolc.meipian.me/users/67609894/76fb64e24db64a24969569b2df2f9416__jpg.heic","img_width":1200,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":" 活动背景
","type":1},{"img_height":642,"img_url":"https://ss-mpvolc.meipian.me/users/67609894/e2a41f0df91e40d1b92d88ac715d6d3b__jpg.heic","img_width":860,"source":0,"source_platform":"local","splicing_template_id":0,"text":" 我校数学组继2017年11月面向全市开展“培养问题意识,养成良好习惯”专题研讨活动之后,在进修学校黄玉香老师的引领下,从数学思维品质培养的角度,对学生习惯的养成进行深化研究,经过两年多的实践探索初见成效!这次活动旨在向全市数学教师展示阶段性研究成果,广集意见研讨交流,以期取得更坚实的发展。
","type":1},{"img_height":901,"img_size":628,"img_url":"https://ss-mpvolc.meipian.me/users/67609894/0d5e9d23546743689011ad6ef2f8a7f9__jpg.heic","img_width":1200,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":" 课题引领
","type":1},{"img_height":800,"img_url":"https://ss-mpvolc.meipian.me/users/67609894/568e6b3d9a0840fcbd644208c15108d4__jpg.heic","img_width":1200,"source":0,"source_platform":"local","splicing_template_id":0,"text":" 活动伊始,五小数学教研组长陈金珠老师作《指向思维品质的数学学习惯培养》课题研究情况汇报。陈老师向与会教师介绍课题研究的初衷,及两年来层级式校本研究的实践历程,并从学生行为与教师行为两个方面构建了石狮五小数学学习习惯的框架体系。陈老师真诚而务实的汇报,让与会教师迅速了解五小数学团队校本科研的路径,同时对“指向思维品质的学习习惯培养”的课题内涵、价值有了整体的认知。 ","type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"
课例观摩
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勤真老师善从知识生长点处勾联旧知激活经验,给足学生说理思辨空间,巧用变式在学用融通中丰盈内涵。学生在课堂上善倾听、会表达、巧动手、乐思考,特别是倾听能力培养更显匠心,随时可见学生齐刷刷专注倾听的小眼神,随处可感教师可圈可点的评价导行,显性学习习惯的培养扎实到位。
","type":1},{"img_height":920,"img_url":"https://ss-mpvolc.meipian.me/users/67609894/7fe92f9d7b9e441080b2bbb8b0ed98b2__jpg.heic","img_width":1200,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"img_height":920,"img_size":610,"img_url":"https://ss-mpvolc.meipian.me/users/67609894/8e20e6aaa4bb4d79a2aba527210a40ab__jpg.heic","img_width":1200,"source":0,"source_platform":"local","splicing_template_id":0,"text":" 燕虹老师基于测量的本质,在动手铺、动笔画、动眼看、动脑想的多维探究中感悟模型,发展学生的空间观念。学生在课堂上善于联想、善于表达、善于质疑,思维在碰撞中深入,本质在争鸣中明晰。在李老师的“善引巧导”中,学生主动联想、多维思考的课堂景观让人赞叹,隐性思维习惯的培养已见端倪。
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专题分享
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现场答疑
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撰稿:蔡萍芬 图片:石芬芬
美篇制作:肖俊娥 审核:吴喜生
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","type":1},{"img_height":800,"img_size":573,"img_url":"https://ss-mpvolc.meipian.me/users/67609894/76fb64e24db64a24969569b2df2f9416__jpg.heic","img_width":1200,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":" 活动背景
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","type":1},{"img_height":901,"img_size":628,"img_url":"https://ss-mpvolc.meipian.me/users/67609894/0d5e9d23546743689011ad6ef2f8a7f9__jpg.heic","img_width":1200,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":" 课题引领
","type":1},{"img_height":800,"img_url":"https://ss-mpvolc.meipian.me/users/67609894/568e6b3d9a0840fcbd644208c15108d4__jpg.heic","img_width":1200,"source":0,"source_platform":"local","splicing_template_id":0,"text":" 活动伊始,五小数学教研组长陈金珠老师作《指向思维品质的数学学习惯培养》课题研究情况汇报。陈老师向与会教师介绍课题研究的初衷,及两年来层级式校本研究的实践历程,并从学生行为与教师行为两个方面构建了石狮五小数学学习习惯的框架体系。陈老师真诚而务实的汇报,让与会教师迅速了解五小数学团队校本科研的路径,同时对“指向思维品质的学习习惯培养”的课题内涵、价值有了整体的认知。 ","type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"
课例观摩
","type":1},{"img_height":1034,"img_url":"https://ss-mpvolc.meipian.me/users/67609894/ce17a6b288b74f31be86f4adfd7307f3__jpg.heic","img_width":1200,"source":0,"source_platform":"local","splicing_template_id":0,"text":" 孔子语:少成若天性,习惯成自然。学生在课堂上能否呈现出“习惯思维共生,深度学习真实发生”状态,是本次课例观摩重要的思考点。为体现五小习惯培养的螺旋式建构体系,本次活动呈现了四节课例,分别是庄勤真老师执教二年级《平行四边形》、李燕虹老师执教三年级《长方形面积》、李萌茹老师执教四年级《等量关系》、谢锦璇老师执教五年级《分数除法(一)》。","type":1},{"img_height":2000,"img_size":602,"img_url":"https://ss-mpvolc.meipian.me/users/67609894/e15b2346d67c405a958f3cc96e74e79c__jpg.heic","img_width":2610,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"img_height":920,"img_url":"https://ss-mpvolc.meipian.me/users/67609894/a142bd81994646a88ebc8316220327e8__jpg.heic","img_width":1200,"source":0,"source_platform":"local","splicing_template_id":0,"text":"
勤真老师善从知识生长点处勾联旧知激活经验,给足学生说理思辨空间,巧用变式在学用融通中丰盈内涵。学生在课堂上善倾听、会表达、巧动手、乐思考,特别是倾听能力培养更显匠心,随时可见学生齐刷刷专注倾听的小眼神,随处可感教师可圈可点的评价导行,显性学习习惯的培养扎实到位。
","type":1},{"img_height":920,"img_url":"https://ss-mpvolc.meipian.me/users/67609894/7fe92f9d7b9e441080b2bbb8b0ed98b2__jpg.heic","img_width":1200,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"img_height":920,"img_size":610,"img_url":"https://ss-mpvolc.meipian.me/users/67609894/8e20e6aaa4bb4d79a2aba527210a40ab__jpg.heic","img_width":1200,"source":0,"source_platform":"local","splicing_template_id":0,"text":" 燕虹老师基于测量的本质,在动手铺、动笔画、动眼看、动脑想的多维探究中感悟模型,发展学生的空间观念。学生在课堂上善于联想、善于表达、善于质疑,思维在碰撞中深入,本质在争鸣中明晰。在李老师的“善引巧导”中,学生主动联想、多维思考的课堂景观让人赞叹,隐性思维习惯的培养已见端倪。
","type":1},{"img_height":920,"img_size":625,"img_url":"https://ss-mpvolc.meipian.me/users/67609894/4c3235577d74468e9aa40ef7b39d3cc4__jpg.heic","img_width":1200,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"img_height":918,"img_url":"https://ss-mpvolc.meipian.me/users/67609894/aaacf2fa864c46fa830532b51bc4c155__jpg.heic","img_width":1200,"source":0,"source_platform":"local","splicing_template_id":0,"text":" 萌茹老师基于教材,深挖内隐思想方法,让学生充分经历抽象、建模过程。课堂精彩源于学生自主质疑、自发完善,生成资源及时捕捉与有效融入,让深度学习真正发生,这些得益于李老师平日里滴水穿石的习惯培养,学生思维的深刻性、独创性、广阔性得以彰显。
","type":1},{"img_height":920,"img_size":575,"img_url":"https://ss-mpvolc.meipian.me/users/67609894/016cebc453f3462bb9cbb798e8cd1c1d__jpg.heic","img_width":1200,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":" 锦璇老师基于运算意义,放手让学生自主探究,在多样算法的批判性思考中聚焦普适方法。于数形结合中说理联想提炼符号模型,建模路径清晰、层次分明、极富创意,数学“和谐、统一”的美深入学生心灵。特别是课堂上自然形成的主动质疑、相互补充的景观,以及惊艳全场的深度思考,让与会教师深深感受到“习惯思维共生”的课堂魅力,将观摩活动推向高潮。","type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"
专题分享
","type":1},{"img_height":800,"img_size":530,"img_url":"https://ss-mpvolc.meipian.me/users/67609894/2c8a6b69c615405c8d16a00963599082__jpg.heic","img_width":1200,"source":0,"source_platform":"local","splicing_template_id":0,"text":" 课例之后,洪美玲老师作《追求“习惯思维共生”的数学教学》专题讲座,洪老师围绕着“认真倾听、主动思考、合作交流、回顾反思”四大习惯,结合现场课例与平日教学,深入浅出的分享实践策略。其中课堂训练的模式导语“回头看看”、“换个角度想”“你联想到什么”“有什么补充和疑问”,高度凸显课题的核心思想,更让与会教师易学易做!","type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"
现场答疑
","type":1},{"img_height":800,"img_size":596,"img_url":"https://ss-mpvolc.meipian.me/users/67609894/7a96b4e1c0554a84b7c61ab6f56abf6e__jpg.heic","img_width":1200,"source":0,"source_platform":"local","splicing_template_id":0,"text":" 真研究需要“如切如磋如琢如磨”。在教师进修学校黄玉香老师的主持下,执教教师、陈金珠老师与听课教师的现场答疑,是本次活动的又一高潮。老师们畅所欲言、直抒已意,一致认为四节研讨课都做到“眼中有人,心中有孩子”,让学习真正发生;把简单内容教饱满、教立体,数学思维品质得到切实的提升;与会教师达成了“教数学,就是教习惯;教习惯,就是教思维;思维需要好的习惯来塑造”这一共识。而“当生成打破预设怎么处理?开放与有限时空冲突如何取舍?”等问题的提出,将进一步助推我校课题的深入研究。
","type":1},{"img_height":800,"img_size":626,"img_url":"https://ss-mpvolc.meipian.me/users/67609894/168efdc437b248f689012d3ac5377591__jpg.heic","img_width":1200,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"img_height":800,"img_size":579,"img_url":"https://ss-mpvolc.meipian.me/users/67609894/24e8ee25243a45f781d262b160d2252f__jpg.heic","img_width":1200,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"img_height":800,"img_size":626,"img_url":"https://ss-mpvolc.meipian.me/users/67609894/b0d44537a35d447386a155cb0ce120fd__jpg.heic","img_width":1200,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"img_height":800,"img_url":"https://ss-mpvolc.meipian.me/users/67609894/b2e71b4b46c246bfb687a173ea199397__jpg.heic","img_width":1200,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"img_height":800,"img_size":568,"img_url":"https://ss-mpvolc.meipian.me/users/67609894/9227768aeb2446a5b08f0f7a11404835__jpg.heic","img_width":1200,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"img_height":800,"img_size":581,"img_url":"https://ss-mpvolc.meipian.me/users/67609894/243e23f4057942f48209b80dafe1c1ae__jpg.heic","img_width":1200,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"img_height":800,"img_size":552,"img_url":"https://ss-mpvolc.meipian.me/users/67609894/1a64fd86550a416cb5da10a6fae482dc__jpg.heic","img_width":1200,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"img_height":800,"img_size":583,"img_url":"https://ss-mpvolc.meipian.me/users/67609894/6303ae5ed49b4998945c4db6d870bb29__jpg.heic","img_width":1200,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":" 两个半天活动的研讨,只是五小数学团队课题研究的一个缩影。诚如教师进修学校黄玉香老师总结发言中所说:期待每一次的教研都是一场破冰之旅,哪里有思想的破冰,哪里才有行为的突围。五小数学组将以团队协作的姿态,以破冰而出的力量,前行在教育科研的路上,期待着更多“着眼于孩子发展”的行为突围!
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撰稿:蔡萍芬 图片:石芬芬
美篇制作:肖俊娥 审核:吴喜生
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