工作就用美篇工作版","guide_search_desc":"海量模板范文,一键做同款 工作就用美篇工作版","img_beautify_switch":0,"ad_free":0,"text_direction":"1","template":{"id":9078,"series_id":17,"theme_id":17},"container":{},"redirect":{"redirect_type":1,"img_url":false,"link_url":"/wap/downloadpage/backpage","button_bg_color":false,"button_desc":false,"redirect_desc":false},"edit_date_str":"更新于 2020-03-24","current_time":1743725833,"font_name":"FZWBJW","rcmd_meipian":0,"hide_article_link":0,"from_wechat":false,"topk_keywords":[{"name":"教材","score":0.491549},{"name":"课标","score":0.362266},{"name":"课程标准","score":0.198227},{"name":"视角","score":0.17869},{"name":"老师","score":0.13633},{"name":"课堂","score":0.112428},{"name":"张齐华","score":0.106549},{"name":"教学","score":0.105581},{"name":"学习","score":0.102979},{"name":"数学","score":0.094237}],"content":{"article_id":221226306,"content":[{"img_height":1146,"img_url":"https://ss-mpvolc.meipian.me/users/77663657/4deee1fe0ef6450babc7663e97ae0c5e__jpg.heic","img_width":972,"is_origin":false,"source":0,"text":"
三月你好,你的到来代表着万物开始生机勃勃,代表着生物一个新的开始,代表着所有事物辞旧迎新,春天的到来悄无声息,你的到来万象更新。
","type":1},{"img_height":1436,"img_url":"https://ss-mpvolc.meipian.me/users/77663657/6596ecd26304a73d9181bfaa8fa5cba8__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":"阳春三月烟花如海,风月无边吟赞春秋。本是我们教育工作者与孩子们一起学习奋斗的日子,却因为疫情被困在家中,但我们从未停止学习的脚步。2020年3月22日晚7时,根据县教研室孙主任的组织,我们有幸聆听了数学王子张齐华老师带来的小学数学“教材解读”系列公益讲座之二《以“课标视角”看透数学教材》。
","type":1},{"img_height":1470,"img_size":136,"img_url":"https://ss-mpvolc.meipian.me/users/77663657/485dd9cf833879dd1cd85d5db1042dec__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":"张齐华老师博学多识,厚重智慧,听他的讲座如沐春风。张齐华老师以“课标视角”看透教学教材为主题,从“为何要带上课标视角看教材?”和“如何带上课标视角看教材?”两个方面进行解析。
一、为何要带上课标视角看教材?
张老师从自己的研究经验出发,引领教师不仅要用“显微镜”细致研读教材,也要用“望远镜”远远观测,回到课标让我们重新理解“教什么”,重新认识“为什么教”,重新审视“怎么教”,重新把握“教到什么程度”。莫只顾埋头赶路,还要抬头望天。
二、如何带上课标视角看教材?
1.从教材到课标,回到源头找活水。日常教学中不能只钻研教材和教师用书,在研读教材时要跳出教材,回到课程标准,对内容有一个崭新的上位认识,对知识有一个更清晰的逻辑,然后再回到教材中梳理全新的教学思路,通过课程标准的阅读和学习来改变对课堂的认识,从而能从全新的模型思想来演绎教材内容。2.从课标到教材,回到现场看落地。课程标准是指路灯,指引教材实施的路。从研读课标到教材,就是要琢磨如何把课标中的理念更精准的落地到教材中课堂中。张老师不仅从理论方面帮我们答疑解惑,更例举了自己一线教学中的实例《认识方程》以及《1000以内数的认识》。理论联系实际,通俗易懂,让我们对课标解读和教材处理有了进一步认识,让老师们受益匪浅。特别是《1000以内数的认识》张老师设计的4个学习活动,老师们都特别喜欢,真的弄明白了如何刻意的在教学过程中将课程标准中的数感相关内涵及要求在课堂里得到落实的。
至此,真的有种拨云见日,豁然开朗的感觉。原来带上课标视角看教材才能让课堂变得有深度,才能让学习真实发生,才能真正做到全面育人,而不只是灌输知识。从前的我只知道课标非常重要,每个学期都要培训学习,甚至为了考试都能背下来。但是从前的我看课标只是看课标,看教材只是看教材,如今才真知道看课标要带着教材的视角,看教材要带着课标视角,二者不可再分开看,探活水,深落地!
","type":1},{"img_height":1052,"img_size":119,"img_url":"https://ss-mpvolc.meipian.me/users/77663657/fc6b0a09c3213a530528f6ba02b680bb__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1},{"img_height":1620,"img_size":143,"img_url":"https://ss-mpvolc.meipian.me/users/77663657/a4b8d7840484b8e5e584aaba26ad1256__jpg.heic","img_width":1080,"is_origin":false,"source":0,"text":"
一个人可以走的很快,一群人才能走的更远,学习路上其实从来都不孤单,互相鼓励互相坚持,一起努力、一路芬芳,一路前行!我们可爱可敬的老师们听得可真专注。瞧,这是她们好学的身影。
","type":1},{"img_height":1620,"img_size":129,"img_url":"https://ss-mpvolc.meipian.me/users/77663657/2e597ee918d3cdf6a98ecc463cb9efef__jpg.heic","img_width":1080,"is_origin":false,"source":0,"type":1},{"img_height":1080,"img_size":121,"img_url":"https://ss-mpvolc.meipian.me/users/77663657/2a20c2821ed68044123043ceec25bf9a__jpg.heic","img_width":1080,"is_origin":false,"source":0,"text":"此次讲座,我们全镇数学青年、骨干老师都参与学习,每个人都做了详细的学习记录和深刻的体会。从各位老师的体会中可以看出来, 老师们对张齐华老师所讲的内容产生共鸣,每一次的学习,其实都是一次提升,让老师们更好的理清课标与教材的关系,把握课堂教学。新课程标准要求教师充分认识数学课程改革的思路和目标,改进教学方法。教师不要只局限于教材,应当通过课标视角看透教材,数学新课程标准给了我们数学课堂更明确的指导,我们要更专业地读懂教材,要更用心地读懂学生,要智慧地读懂课堂,相信这样的课堂一定会更充满活力。学然后能行,思然后有得,教学路漫漫其修远兮,吾等将上下而求索。
后记:《基础课程改革纲要》指出:“课程标准是教材编写、教学、评估和考试命题的依据,是国家管理和评价课程的基础。” 优秀的教师都是深入理解课标并以课标的精神指导自己的教育教学实践的。
课程标准作为比教材更上位的文本,应该成为我们所有数学老师展开数学教学、教材解读、教学研究的一个北斗七星。
","type":1},{"img_height":1200,"img_size":220,"img_url":"https://ss-mpvolc.meipian.me/users/77663657/d6e1978158faf26af486a3a03ec8f871__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":"以《认识千以内的数》为例谈如何培养学生的数感。 通过活动,体现在教材中是如何落实课标对数感的要求。
1.用不同方式表示300,870,987,555。让学生利用小棒图、方块图、点子图、计数器来表示数。
2.怎样从300,870,987,555数到1000?让学生自主选择是一个一个数,还是十个十个数,一百一百的数,培养学生的数感。
3.你愿意用小方块1个1个数到1000吗?那你想怎么数?
4.下面的3个数,给你怎样的感觉?结合具体的情境,让学生感悟数感。
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","type":1},{"img_height":1436,"img_url":"https://ss-mpvolc.meipian.me/users/77663657/6596ecd26304a73d9181bfaa8fa5cba8__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":"阳春三月烟花如海,风月无边吟赞春秋。本是我们教育工作者与孩子们一起学习奋斗的日子,却因为疫情被困在家中,但我们从未停止学习的脚步。2020年3月22日晚7时,根据县教研室孙主任的组织,我们有幸聆听了数学王子张齐华老师带来的小学数学“教材解读”系列公益讲座之二《以“课标视角”看透数学教材》。
","type":1},{"img_height":1470,"img_size":136,"img_url":"https://ss-mpvolc.meipian.me/users/77663657/485dd9cf833879dd1cd85d5db1042dec__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":"张齐华老师博学多识,厚重智慧,听他的讲座如沐春风。张齐华老师以“课标视角”看透教学教材为主题,从“为何要带上课标视角看教材?”和“如何带上课标视角看教材?”两个方面进行解析。
一、为何要带上课标视角看教材?
张老师从自己的研究经验出发,引领教师不仅要用“显微镜”细致研读教材,也要用“望远镜”远远观测,回到课标让我们重新理解“教什么”,重新认识“为什么教”,重新审视“怎么教”,重新把握“教到什么程度”。莫只顾埋头赶路,还要抬头望天。
二、如何带上课标视角看教材?
1.从教材到课标,回到源头找活水。日常教学中不能只钻研教材和教师用书,在研读教材时要跳出教材,回到课程标准,对内容有一个崭新的上位认识,对知识有一个更清晰的逻辑,然后再回到教材中梳理全新的教学思路,通过课程标准的阅读和学习来改变对课堂的认识,从而能从全新的模型思想来演绎教材内容。2.从课标到教材,回到现场看落地。课程标准是指路灯,指引教材实施的路。从研读课标到教材,就是要琢磨如何把课标中的理念更精准的落地到教材中课堂中。张老师不仅从理论方面帮我们答疑解惑,更例举了自己一线教学中的实例《认识方程》以及《1000以内数的认识》。理论联系实际,通俗易懂,让我们对课标解读和教材处理有了进一步认识,让老师们受益匪浅。特别是《1000以内数的认识》张老师设计的4个学习活动,老师们都特别喜欢,真的弄明白了如何刻意的在教学过程中将课程标准中的数感相关内涵及要求在课堂里得到落实的。
至此,真的有种拨云见日,豁然开朗的感觉。原来带上课标视角看教材才能让课堂变得有深度,才能让学习真实发生,才能真正做到全面育人,而不只是灌输知识。从前的我只知道课标非常重要,每个学期都要培训学习,甚至为了考试都能背下来。但是从前的我看课标只是看课标,看教材只是看教材,如今才真知道看课标要带着教材的视角,看教材要带着课标视角,二者不可再分开看,探活水,深落地!
","type":1},{"img_height":1052,"img_size":119,"img_url":"https://ss-mpvolc.meipian.me/users/77663657/fc6b0a09c3213a530528f6ba02b680bb__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1},{"img_height":1620,"img_size":143,"img_url":"https://ss-mpvolc.meipian.me/users/77663657/a4b8d7840484b8e5e584aaba26ad1256__jpg.heic","img_width":1080,"is_origin":false,"source":0,"text":"
一个人可以走的很快,一群人才能走的更远,学习路上其实从来都不孤单,互相鼓励互相坚持,一起努力、一路芬芳,一路前行!我们可爱可敬的老师们听得可真专注。瞧,这是她们好学的身影。
","type":1},{"img_height":1620,"img_size":129,"img_url":"https://ss-mpvolc.meipian.me/users/77663657/2e597ee918d3cdf6a98ecc463cb9efef__jpg.heic","img_width":1080,"is_origin":false,"source":0,"type":1},{"img_height":1080,"img_size":121,"img_url":"https://ss-mpvolc.meipian.me/users/77663657/2a20c2821ed68044123043ceec25bf9a__jpg.heic","img_width":1080,"is_origin":false,"source":0,"text":"此次讲座,我们全镇数学青年、骨干老师都参与学习,每个人都做了详细的学习记录和深刻的体会。从各位老师的体会中可以看出来, 老师们对张齐华老师所讲的内容产生共鸣,每一次的学习,其实都是一次提升,让老师们更好的理清课标与教材的关系,把握课堂教学。新课程标准要求教师充分认识数学课程改革的思路和目标,改进教学方法。教师不要只局限于教材,应当通过课标视角看透教材,数学新课程标准给了我们数学课堂更明确的指导,我们要更专业地读懂教材,要更用心地读懂学生,要智慧地读懂课堂,相信这样的课堂一定会更充满活力。学然后能行,思然后有得,教学路漫漫其修远兮,吾等将上下而求索。
后记:《基础课程改革纲要》指出:“课程标准是教材编写、教学、评估和考试命题的依据,是国家管理和评价课程的基础。” 优秀的教师都是深入理解课标并以课标的精神指导自己的教育教学实践的。
课程标准作为比教材更上位的文本,应该成为我们所有数学老师展开数学教学、教材解读、教学研究的一个北斗七星。
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1.用不同方式表示300,870,987,555。让学生利用小棒图、方块图、点子图、计数器来表示数。
2.怎样从300,870,987,555数到1000?让学生自主选择是一个一个数,还是十个十个数,一百一百的数,培养学生的数感。
3.你愿意用小方块1个1个数到1000吗?那你想怎么数?
4.下面的3个数,给你怎样的感觉?结合具体的情境,让学生感悟数感。
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