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12月17日,长葛市小学数学大比武活动(分赛区)在市二小成功举行,本赛区共有五位来自不同单位的优秀数学教师作课,担任评委的是长葛教研室朱莲英老师、李爱英老师。市二小张桂芳校长、许改香副校长、贺军玲副校长高度重视,全程参与并认真聆听。
","type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/48269249/6d58f86d792b4d298263e13eef595ff1__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1},{"source":0,"text":" 上午第一节作课的是市二小的王伟芹老师,她带来的是五年级的《平行四边形的面积》(上课班级四1班)。王老师首先从学生的认知基础出发,复习长方形的面积计算方法,通过把小猫图形转化成长方形,初步渗透转化的数学思想,为进一步探索推导平行四边形的面积计算方法做好铺垫。探究新知过程中,教师设计了猜想――数方格验证――推导公式――计算验证四个环节,本节课的教学重难点是通过探究平行四边形与所转化成的长方形之间的联系,最终推导出平行四边形的面积计算公式,让学生亲身体会转化过程中的“变”与“不变”,教师引导学生通过自主学习,小组合作突破了本节课的重难点,教学效果良好,学生学习积极性高。本节课教师重视学生培养自主学习,合作交流,动手操作的能力,重视学生空间观念的建立和发展,教学环节设计紧凑,问题设置合理且引导性强,是一节值得观摩学习的数学课!
","type":1},{"img_height":600,"img_url":"https://ss-mpvolc.meipian.me/users/48269249/739cc0119fcd0f29312e80472485441e__jpg.heic","img_width":800,"is_origin":false,"source":0,"type":1},{"source":0,"text":" 第二节作课的老师是来自长葛市和尚桥中心校的毛俊霞老师,她带来的同样是五年级的《平行四边形的面积》(上课班级四3班)。毛老师所讲的平行四边形的面积这节课,导课自然,环节设计紧凑,重难点突出。通过割补法推导出了平行四边形的面积公式,整个过程重视学生的动手操作与实验能力的培养,引导学生去探究渗透,转化思想,很好的完成了教学目标。本节课的重难点部分又做了强化练习,所以学生对新知掌握的特别牢固,如果时间安排再合理一些,效果会更好。
","type":1},{"img_height":926,"img_size":94,"img_url":"https://ss-mpvolc.meipian.me/users/48269249/48370b54de510ee368708b65ca017102__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1},{"source":0,"text":" 第三节作课的是来自长葛市增福镇中心校的李晓宁老师,她带来的是三年级的《认识几分之一》,因为使用的是二年级学生,李老师在教学时充分考虑学生的年龄特点和学习起点,为学生营造探究的情景,让学生理解二分之一的含义。接着又通过自己说,同桌互相说来加深对二分之一的理解。又通过折一折和小游戏,充分让学生认识二分之一,学生对二分之一有了很深刻的认识,接下来的学习过程进行得很顺利。整节课老师能尊重学生,为学生提供了一个自主探索和展示自我的平台,让学生更加直观的感受分数的意义,做到了把抽象内容具体化。
","type":1},{"img_height":926,"img_size":100,"img_url":"https://ss-mpvolc.meipian.me/users/48269249/604c0d9591643891e03accc60544a9aa__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1},{"source":0,"text":" 下午第一节是长葛市石象中心校的杨小培老师,他呈现的是六年级上册数学与广角的«数与形»这一课。在杨老师的课上,他关注了学生认知的主动性。教学过程中他让学生围绕看一看,算一算,议一议,说一说等环节,初步归纳出“几个连续的奇数相加和就是几的平方”这一规律,培养了学生善思能力。杨老师利用课件中不同颜色小正方形的拼组,帮助学生借助形来直观感受与数之间的关系,体会有时“形”与“数”能互相解释,并能借助形解决一些与数有关的问题,解决了本课数形结合的难点,突破了本课“正方形数、算式和与每边个数的关系”这一核心问题。杨老师灵活运用教材,不仅让学生学会求连续奇数的和,还让学生利用数形结合的知识试着找出求“连续偶数的和”的方法。杨教师在教学实践中敢于创造性地使用教材,大胆挖掘素材,用好教材而不拘泥于教材,使课堂迸发出生机和活力!
","type":1},{"img_height":800,"img_size":138,"img_url":"https://ss-mpvolc.meipian.me/users/48269249/1f79ede32f39eaeb08ad6d4b384d3ea4__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1},{"source":0,"text":" 最后一节作课的是长葛市石象中心校张玲老师,她带来的是六年级《解密分数的单位“1”》。张老师这节课是对单位“1”的一个总结梳理,单位“1”的判断一直是六年级分数乘除法的一个关键点。老师通过大量举例让学生来理解它,在归纳后概括出单位“1”这个概念,强调表示的是一个整体。为了让学生能更加深刻地理解这一概念,张老师通过图让学生体会、感悟,认识单位“1”,着重体会单位“1”表示一个整体的情况,区分数字1和单位“1”的不同,帮助学生实现思维的“加速”。张老师把握教材熟练,重难点突出,驾驭课堂能力强,从扶到放,张驰结合,对学生的评价及时到位,课堂语言有激励性。在张老师的课堂上,学生深深地感受到了数学的魅力。
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","type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/48269249/6d58f86d792b4d298263e13eef595ff1__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1},{"source":0,"text":" 上午第一节作课的是市二小的王伟芹老师,她带来的是五年级的《平行四边形的面积》(上课班级四1班)。王老师首先从学生的认知基础出发,复习长方形的面积计算方法,通过把小猫图形转化成长方形,初步渗透转化的数学思想,为进一步探索推导平行四边形的面积计算方法做好铺垫。探究新知过程中,教师设计了猜想――数方格验证――推导公式――计算验证四个环节,本节课的教学重难点是通过探究平行四边形与所转化成的长方形之间的联系,最终推导出平行四边形的面积计算公式,让学生亲身体会转化过程中的“变”与“不变”,教师引导学生通过自主学习,小组合作突破了本节课的重难点,教学效果良好,学生学习积极性高。本节课教师重视学生培养自主学习,合作交流,动手操作的能力,重视学生空间观念的建立和发展,教学环节设计紧凑,问题设置合理且引导性强,是一节值得观摩学习的数学课!
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","type":1},{"img_height":926,"img_size":94,"img_url":"https://ss-mpvolc.meipian.me/users/48269249/48370b54de510ee368708b65ca017102__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1},{"source":0,"text":" 第三节作课的是来自长葛市增福镇中心校的李晓宁老师,她带来的是三年级的《认识几分之一》,因为使用的是二年级学生,李老师在教学时充分考虑学生的年龄特点和学习起点,为学生营造探究的情景,让学生理解二分之一的含义。接着又通过自己说,同桌互相说来加深对二分之一的理解。又通过折一折和小游戏,充分让学生认识二分之一,学生对二分之一有了很深刻的认识,接下来的学习过程进行得很顺利。整节课老师能尊重学生,为学生提供了一个自主探索和展示自我的平台,让学生更加直观的感受分数的意义,做到了把抽象内容具体化。
","type":1},{"img_height":926,"img_size":100,"img_url":"https://ss-mpvolc.meipian.me/users/48269249/604c0d9591643891e03accc60544a9aa__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1},{"source":0,"text":" 下午第一节是长葛市石象中心校的杨小培老师,他呈现的是六年级上册数学与广角的«数与形»这一课。在杨老师的课上,他关注了学生认知的主动性。教学过程中他让学生围绕看一看,算一算,议一议,说一说等环节,初步归纳出“几个连续的奇数相加和就是几的平方”这一规律,培养了学生善思能力。杨老师利用课件中不同颜色小正方形的拼组,帮助学生借助形来直观感受与数之间的关系,体会有时“形”与“数”能互相解释,并能借助形解决一些与数有关的问题,解决了本课数形结合的难点,突破了本课“正方形数、算式和与每边个数的关系”这一核心问题。杨老师灵活运用教材,不仅让学生学会求连续奇数的和,还让学生利用数形结合的知识试着找出求“连续偶数的和”的方法。杨教师在教学实践中敢于创造性地使用教材,大胆挖掘素材,用好教材而不拘泥于教材,使课堂迸发出生机和活力!
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