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2020年6月4日,厚德路小学京九路校区数学教研组全体数学教师齐聚四(2)班,聆听年轻教师易斌执教的公开课《平均数》。
本堂课“学生为中心”的理念贯穿始终,就“如何提高学生课堂回答问题的能力”这一问题,易老师有所思考,并很好地呈现了出来,收效颇佳。
","type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/4131339/67668512ff6db53924c01187941b623d__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":"1.出示书本例1的统计图,从图中了解到哪些信息?
2.根据图中信息能提一个平均数的数学问题吗?(平均每人收集了多少个矿泉水瓶?)
","type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNDEzMTMzOS82NzY2ODUxMmZmNmRiNTM5MjRjMDExODc5NDFiNjIzZF9fanBnLmhlaWM=/nickname/THVja3k=/userid/NDEzMTMzOQ==/sign/3260ad6c93ba2fccaec045298e372dca"},{"img_height":1800,"img_url":"https://ss-mpvolc.meipian.me/users/4131339/cf54d76f3fff9a1ffdd04bf50562332f__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":"研究一:探究求平均数的方法
1.自主独学,小组交流
2.展示交流,释疑导学
(1)移多补少法
生:把小红的1个瓶子移给小兰,把小明的2个瓶子移给小亮。(边说边操作)
师:为什么要把小红的1个瓶子移给小兰,把小明的2个瓶子移给小亮?
师:同样多,都是多少个呢?(13个)13就是我4个数的什么数呢?(课件出示移瓶子的过程)
师总结:通过这样,把多的移给少的,使原来不同的数量变成同样多,像这种方法叫做移多补少法,用这种方法求出了平均每人收集了13个瓶子。
","type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNDEzMTMzOS9jZjU0ZDc2ZjNmZmY5YTFmZmRkMDRiZjUwNTYyMzMyZl9fanBnLmhlaWM=/nickname/THVja3k=/userid/NDEzMTMzOQ==/sign/3260ad6c93ba2fccaec045298e372dca"},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/4131339/25bf9520fde38eb9f6ca73d6ecc273d5__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":"(2)先合并再平均分的计算方法。
(14+12+11+15)÷4
= 52÷4
=13
师:这里14+12+11+15 表示什么? 为什么÷4?
师总结:这样先求出4个数的总数,再除以相对应的人数,也可以求出这些数的平均数,板书:总数量÷总份数=平均数
师追问:这个平均数13是它们的实际数量吗,为什么?
(设计意图:注重让学生上台大胆交流、探索,其它同学进行补充质疑,并能用不同的方法求出平均数。无论是直观形象的操作演示,还是运用平均分的方法,都为学生理解平均数这一概念提供了感性认识,通过探索掌握了求平均数的基本方法)。
","type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNDEzMTMzOS8yNWJmOTUyMGZkZTM4ZWI5ZjZjYTczZDZlY2MyNzNkNV9fanBnLmhlaWM=/nickname/THVja3k=/userid/NDEzMTMzOQ==/sign/3260ad6c93ba2fccaec045298e372dca"},{"img_height":368,"img_url":"https://ss-mpvolc.meipian.me/users/4131339/61af397b797abc410c6eb2c4cd57755d__jpg.heic","img_width":762,"is_origin":false,"source":0,"text":"研究二:运用平均数解决问题
1.自主独学,小组交流
2.展示交流,释疑导学
师总结:在人数不相等的情况下不能比总数,只能比它们的平均数。平均数是代表一个队的整体水平。
","type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNDEzMTMzOS82NDNhMDljYWFlN2Q1YzgzOGI3YTlkYzA2Zjc1M2M1OV9fanBnLmhlaWM=/nickname/THVja3k=/userid/NDEzMTMzOQ==/sign/3260ad6c93ba2fccaec045298e372dca"},{"source":0,"text":"通过设计有层次的练习,既达到巩固知识、发展能力、培养创新意识,又使学生养成良好学习习惯的目的。通过计算生活中的平均数例子,使学生进一步感受平均数与生活的密切联系。
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课后,数学教研组全体教师集中在新教学楼二楼办公室进行评课。首先,大家对本堂课中学生的表现非常满意。四(2)班的同学们回答问题时会加上一些规范的礼貌用语,如“老师,经过我的思考,我认为......同学们同意吗?”“经过我们小组的讨论,我们得出结论......同学们还有什么补充的吗?”这充分体现了易老师对“学生课堂回答问题能力”的重视。同时,学生们对这样有礼貌、有条理的回答问题的方式也是十分喜欢的。
其次,老师们对《平均数》这堂课的教学设计也提出了以下几点建议:
1.教师充分让学生去思考,去表达,这一点做得非常好。与此同时,教师应丰富自身的评价语言,这样能使更多孩子参与到课堂学习和思考中。
2.教学上下环节的衔接语言还需经过精心设计,使过渡更自然。
3.巩固练习环节的层次要由易到难地体现出来。
4.对于“什么情况下要使用平均数?”这一问题,这堂课并未提及。
5.\"平均数的范围\"应该纳入到教学设计中。
6.在讲解“小河平均水深”这道题时,可以适当植入防溺水知识,使数学课堂得到延伸。
最后,廖校对此次教研活动给予了高度评价,他认为年轻教师在短时间内能够意识到“学为中心”的重要性,并且落实到课堂,取得这样的效果,他深感欣慰。同时他提出:“无论何种教学设计,只要是基于本班学情的教学设计,都值得为老师们点赞!关于‘如何提升学生课堂回答问题的能力’这一问题,是本学期研究的重点内容,全体教师们都应该多思考、多学习、多实践、多分享......”
把课堂话语权还给学生,让文明礼仪风传遍校园。
教学相长,不负时光!
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本堂课“学生为中心”的理念贯穿始终,就“如何提高学生课堂回答问题的能力”这一问题,易老师有所思考,并很好地呈现了出来,收效颇佳。
","type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/4131339/67668512ff6db53924c01187941b623d__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":"1.出示书本例1的统计图,从图中了解到哪些信息?
2.根据图中信息能提一个平均数的数学问题吗?(平均每人收集了多少个矿泉水瓶?)
","type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNDEzMTMzOS82NzY2ODUxMmZmNmRiNTM5MjRjMDExODc5NDFiNjIzZF9fanBnLmhlaWM=/nickname/THVja3k=/userid/NDEzMTMzOQ==/sign/3260ad6c93ba2fccaec045298e372dca"},{"img_height":1800,"img_url":"https://ss-mpvolc.meipian.me/users/4131339/cf54d76f3fff9a1ffdd04bf50562332f__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":"研究一:探究求平均数的方法
1.自主独学,小组交流
2.展示交流,释疑导学
(1)移多补少法
生:把小红的1个瓶子移给小兰,把小明的2个瓶子移给小亮。(边说边操作)
师:为什么要把小红的1个瓶子移给小兰,把小明的2个瓶子移给小亮?
师:同样多,都是多少个呢?(13个)13就是我4个数的什么数呢?(课件出示移瓶子的过程)
师总结:通过这样,把多的移给少的,使原来不同的数量变成同样多,像这种方法叫做移多补少法,用这种方法求出了平均每人收集了13个瓶子。
","type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNDEzMTMzOS9jZjU0ZDc2ZjNmZmY5YTFmZmRkMDRiZjUwNTYyMzMyZl9fanBnLmhlaWM=/nickname/THVja3k=/userid/NDEzMTMzOQ==/sign/3260ad6c93ba2fccaec045298e372dca"},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/4131339/25bf9520fde38eb9f6ca73d6ecc273d5__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":"(2)先合并再平均分的计算方法。
(14+12+11+15)÷4
= 52÷4
=13
师:这里14+12+11+15 表示什么? 为什么÷4?
师总结:这样先求出4个数的总数,再除以相对应的人数,也可以求出这些数的平均数,板书:总数量÷总份数=平均数
师追问:这个平均数13是它们的实际数量吗,为什么?
(设计意图:注重让学生上台大胆交流、探索,其它同学进行补充质疑,并能用不同的方法求出平均数。无论是直观形象的操作演示,还是运用平均分的方法,都为学生理解平均数这一概念提供了感性认识,通过探索掌握了求平均数的基本方法)。
","type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNDEzMTMzOS8yNWJmOTUyMGZkZTM4ZWI5ZjZjYTczZDZlY2MyNzNkNV9fanBnLmhlaWM=/nickname/THVja3k=/userid/NDEzMTMzOQ==/sign/3260ad6c93ba2fccaec045298e372dca"},{"img_height":368,"img_url":"https://ss-mpvolc.meipian.me/users/4131339/61af397b797abc410c6eb2c4cd57755d__jpg.heic","img_width":762,"is_origin":false,"source":0,"text":"研究二:运用平均数解决问题
1.自主独学,小组交流
2.展示交流,释疑导学
师总结:在人数不相等的情况下不能比总数,只能比它们的平均数。平均数是代表一个队的整体水平。
","type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNDEzMTMzOS82NDNhMDljYWFlN2Q1YzgzOGI3YTlkYzA2Zjc1M2M1OV9fanBnLmhlaWM=/nickname/THVja3k=/userid/NDEzMTMzOQ==/sign/3260ad6c93ba2fccaec045298e372dca"},{"source":0,"text":"通过设计有层次的练习,既达到巩固知识、发展能力、培养创新意识,又使学生养成良好学习习惯的目的。通过计算生活中的平均数例子,使学生进一步感受平均数与生活的密切联系。
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课后,数学教研组全体教师集中在新教学楼二楼办公室进行评课。首先,大家对本堂课中学生的表现非常满意。四(2)班的同学们回答问题时会加上一些规范的礼貌用语,如“老师,经过我的思考,我认为......同学们同意吗?”“经过我们小组的讨论,我们得出结论......同学们还有什么补充的吗?”这充分体现了易老师对“学生课堂回答问题能力”的重视。同时,学生们对这样有礼貌、有条理的回答问题的方式也是十分喜欢的。
其次,老师们对《平均数》这堂课的教学设计也提出了以下几点建议:
1.教师充分让学生去思考,去表达,这一点做得非常好。与此同时,教师应丰富自身的评价语言,这样能使更多孩子参与到课堂学习和思考中。
2.教学上下环节的衔接语言还需经过精心设计,使过渡更自然。
3.巩固练习环节的层次要由易到难地体现出来。
4.对于“什么情况下要使用平均数?”这一问题,这堂课并未提及。
5.\"平均数的范围\"应该纳入到教学设计中。
6.在讲解“小河平均水深”这道题时,可以适当植入防溺水知识,使数学课堂得到延伸。
最后,廖校对此次教研活动给予了高度评价,他认为年轻教师在短时间内能够意识到“学为中心”的重要性,并且落实到课堂,取得这样的效果,他深感欣慰。同时他提出:“无论何种教学设计,只要是基于本班学情的教学设计,都值得为老师们点赞!关于‘如何提升学生课堂回答问题的能力’这一问题,是本学期研究的重点内容,全体教师们都应该多思考、多学习、多实践、多分享......”
把课堂话语权还给学生,让文明礼仪风传遍校园。
教学相长,不负时光!
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