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构建富有魅力的数学课堂》讲座,收获颇丰,感受良多。苏明强教授长期致力于数学教育观的理论与实践研究,倡导“魅力课堂”教学主张,强调通过把握数学本质,融入数学思想,突出数学,积累思维经验让课堂焕发数学应有的魅力,让学生绽放生命应有的活力,促进学生更好的学知识、长见识、悟道理。结合自己的教学活动谈谈自己的心得体会和感受。","type":1},{"img_height":1080,"img_size":89,"img_url":"https://ss-mpvolc.meipian.me/users/4278793/a53e1ff88494718869ba415fe1676c8c__jpg.heic","img_width":1080,"is_origin":false,"source":0,"type":1},{"img_height":1200,"img_url":"https://ss-mpvolc.meipian.me/users/4278793/251574b0-807a-11ea-953b-ed29b175d5cd__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1},{"source":0,"text":" 首先,教师要立足课堂和学生实际,新课改给我们指出了方向和目标,让我们把更多的时间还给学生,把更好的课堂表现机会还给学生,让学生成为课堂的主人,让学生充分享受探索过程的成功。而教师只是学生现在的引路人和学生未来发展的设计师,要求每位教师平时先认真看教材,认真看教师图书,认真阅读讲解和教学建议,在备课过程中,不仅要备教材,更要备学生,从课堂和学生实际出发,确定课堂教学的重点和难点,只有这样,我们的数学课堂才有高度。","type":1},{"img_height":1200,"img_url":"https://ss-mpvolc.meipian.me/users/4278793/29b53b90-807a-11ea-953b-ed29b175d5cd__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1},{"source":0,"text":" 其次,把握数学本质,让学生感受数学的神奇。数学本质是基于知识又高于知识的本位思考,教学时,如果我们能够把握好数学教学内容的本质,这是让课堂焕发数学应有魅力的重要前提,那么如何做到这点,我认为我们应该根据教学内容,抓住核心知识,认真思考三个问题:是什么?从哪来?到哪去?其中,是什么?是追问数学内容数学本质的一个核心问题,它是对数学内容的深度挖掘和本位思考。从哪里来?到哪里去?这两个问题是从知识生长和发展脉络的角度思考数学内容,属于追问数学本质辅助性问题。因此,是什么?从哪来?到哪去?这是我们把握好数学教学本质的三个关键性问题。比如《三角定位置﹤数对﹥》一课,这是方向和位置的教学内容,主要学习“数对”的概念,我们不能简单地认为本节课就是教“数对”的概念,让学生会读、会写、会用,也就可以,这样的课堂教学不能真正体现出数学的神奇和奥秘,我们应该深入思考用数对确定位置的数学本质,这是魅力课堂的根本问题,我们既要基于“数对”,又要超越“数对”,充分认识到数对的本质是“物体位置的一种量化表达形式”,这里包含两个含义:一是数对是物体位置的另一种表达形式,二是数对是物体位置表达形式的量化结果,同时在学生认识“前后左右上下”和“东南西北”等方位词的基础上,学会用方位词表示物体的大致位置,从而使数学课堂能展现数学神奇的一面,才能更好地绽放魅力课堂的风采。","type":1},{"img_height":1200,"img_url":"https://ss-mpvolc.meipian.me/users/4278793/2caafbf0-807a-11ea-953b-ed29b175d5cd__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1},{"source":0,"text":" 第三,苏明强老师的讲座的第一部分从以下五个问题入手:一是为什么?——教学研究;二是是什么?——教学主张;三是在哪里?——教学故事;四是有哪些?——教学策略;五是怎么办?——教学设计。教会我们在处理数学问题和课堂教学时应遵循的原则,为我们每位一线教师指明了方向和目标,让我们眼前一亮,感觉有了主心骨,使每位教师掌握核心素养的三会:一是学会用数学的眼光观察世界——抽象;二是学会用数学的思维思考世界——推理;三是学会用数学的语音表达世界——建模,苏老师通过多年的教育教学实践,递给我们三把钥匙,让我们能够从容地对待数学课堂中问题,更好地展示魅力数学的风采。","type":1},{"img_height":1200,"img_url":"https://ss-mpvolc.meipian.me/users/4278793/2fa85d70-807a-11ea-953b-ed29b175d5cd__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1},{"source":0,"text":" 总之,教无定法,学也无定法,苏明强老师借助自己的教学实例,通过精彩的讲座,利用启发式的数学教学,发掘《数对确定位置》和《用字母表示数》两节课的精髓,从不同角度,帮每一位教师打开了魅力数学课堂的本质,让我们受益匪浅,今后我们在教学活动中,要充分发扬苏老师的讲座实质,更好地展示魅力课堂。","type":1}]},"ext":{"id":140254301,"article_id":225963139,"ip":"36.42.30.65","origin_status":0,"edit_from":0,"client_type":5,"password_v2":"","uv":2,"font_id":0,"title_style":"","rich_text_title":"","gift_switch":1,"deleted_at":0,"recycle_expired_at":0,"share_with_nickname":0,"enable_watermark":0,"music_id":0,"music_source":-1,"_auto_update_time":"2025-03-21 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今天我们二三年级的数学老师共同观看了苏明强老师的《以情优学 构建富有魅力的数学课堂》讲座,收获颇丰,感受良多。苏明强教授长期致力于数学教育观的理论与实践研究,倡导“魅力课堂”教学主张,强调通过把握数学本质,融入数学思想,突出数学,积累思维经验让课堂焕发数学应有的魅力,让学生绽放生命应有的活力,促进学生更好的学知识、长见识、悟道理。结合自己的教学活动谈谈自己的心得体会和感受。","type":1},{"img_height":1080,"img_size":89,"img_url":"https://ss-mpvolc.meipian.me/users/4278793/a53e1ff88494718869ba415fe1676c8c__jpg.heic","img_width":1080,"is_origin":false,"source":0,"type":1},{"img_height":1200,"img_url":"https://ss-mpvolc.meipian.me/users/4278793/251574b0-807a-11ea-953b-ed29b175d5cd__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1},{"source":0,"text":" 首先,教师要立足课堂和学生实际,新课改给我们指出了方向和目标,让我们把更多的时间还给学生,把更好的课堂表现机会还给学生,让学生成为课堂的主人,让学生充分享受探索过程的成功。而教师只是学生现在的引路人和学生未来发展的设计师,要求每位教师平时先认真看教材,认真看教师图书,认真阅读讲解和教学建议,在备课过程中,不仅要备教材,更要备学生,从课堂和学生实际出发,确定课堂教学的重点和难点,只有这样,我们的数学课堂才有高度。","type":1},{"img_height":1200,"img_url":"https://ss-mpvolc.meipian.me/users/4278793/29b53b90-807a-11ea-953b-ed29b175d5cd__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1},{"source":0,"text":" 其次,把握数学本质,让学生感受数学的神奇。数学本质是基于知识又高于知识的本位思考,教学时,如果我们能够把握好数学教学内容的本质,这是让课堂焕发数学应有魅力的重要前提,那么如何做到这点,我认为我们应该根据教学内容,抓住核心知识,认真思考三个问题:是什么?从哪来?到哪去?其中,是什么?是追问数学内容数学本质的一个核心问题,它是对数学内容的深度挖掘和本位思考。从哪里来?到哪里去?这两个问题是从知识生长和发展脉络的角度思考数学内容,属于追问数学本质辅助性问题。因此,是什么?从哪来?到哪去?这是我们把握好数学教学本质的三个关键性问题。比如《三角定位置﹤数对﹥》一课,这是方向和位置的教学内容,主要学习“数对”的概念,我们不能简单地认为本节课就是教“数对”的概念,让学生会读、会写、会用,也就可以,这样的课堂教学不能真正体现出数学的神奇和奥秘,我们应该深入思考用数对确定位置的数学本质,这是魅力课堂的根本问题,我们既要基于“数对”,又要超越“数对”,充分认识到数对的本质是“物体位置的一种量化表达形式”,这里包含两个含义:一是数对是物体位置的另一种表达形式,二是数对是物体位置表达形式的量化结果,同时在学生认识“前后左右上下”和“东南西北”等方位词的基础上,学会用方位词表示物体的大致位置,从而使数学课堂能展现数学神奇的一面,才能更好地绽放魅力课堂的风采。","type":1},{"img_height":1200,"img_url":"https://ss-mpvolc.meipian.me/users/4278793/2caafbf0-807a-11ea-953b-ed29b175d5cd__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1},{"source":0,"text":" 第三,苏明强老师的讲座的第一部分从以下五个问题入手:一是为什么?——教学研究;二是是什么?——教学主张;三是在哪里?——教学故事;四是有哪些?——教学策略;五是怎么办?——教学设计。教会我们在处理数学问题和课堂教学时应遵循的原则,为我们每位一线教师指明了方向和目标,让我们眼前一亮,感觉有了主心骨,使每位教师掌握核心素养的三会:一是学会用数学的眼光观察世界——抽象;二是学会用数学的思维思考世界——推理;三是学会用数学的语音表达世界——建模,苏老师通过多年的教育教学实践,递给我们三把钥匙,让我们能够从容地对待数学课堂中问题,更好地展示魅力数学的风采。","type":1},{"img_height":1200,"img_url":"https://ss-mpvolc.meipian.me/users/4278793/2fa85d70-807a-11ea-953b-ed29b175d5cd__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1},{"source":0,"text":" 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