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":9013,"series_id":24,"theme_id":24},"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 2022-03-05","current_time":1744252385,"font_name":"FZKTJW","rcmd_meipian":0,"hide_article_link":0,"from_wechat":false,"topk_keywords":[{"name":"两位数","score":0.382308},{"name":"数学","score":0.315058},{"name":"学生","score":0.233554},{"name":"文化","score":0.15164},{"name":"点子","score":0.14606},{"name":"单元","score":0.119406},{"name":"乘法","score":0.113602},{"name":"教学","score":0.097071},{"name":"进位","score":0.093828},{"name":"一位数","score":0.089495}],"music_name":"","origin_status":0,"password_v2":"","font_id":2,"title_style":"","rich_text_title":"","enable_download":1,"cover_thumb":"https://ss-mpvolc.meipian.me/users/27438798/a61e76d2-c3ed-4944-a11f-5837a4387e1a_crop__jpg.heic","has_video":false,"gift_switch":1,"enable_watermark":1,"content":{"article_id":239705040,"content":[{"source":0,"source_platform":"local","splicing_template_id":0,"text":"
根据山东省基础教育教改项目管理办法的有关要求,为了推进山东省基础教育教改重点项目《数学文化教学促进小学生数学核心素养发展的研究》的实施,2020年7月21日--22日举行山东省小学数学“教研大讲堂”--基于数学文化的“数与代数”专题教学研讨会。
","type":1},{"img_height":668,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/414fd96ec26c4d66aa9f9c3c49403b07__jpeg.heic","img_width":1172,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvNDE0ZmQ5NmVjMjZjNGQ2NmFhOWY5YzNjNDk0MDNiMDdfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"我们聆听了梁校长的《两位数乘两位数(口算)》,学生根据情景图提出数学问题并列出算式,如何计算12×10呢?学生借助了点子图进行计算。(1)学生通过10个10个的数,发现结果是120。(2)学生把点子图平均分成了2份,每份60个,发现结果也是120。(3)学生先数出10排是100,加上剩下的20个,一共是120。最后老师和学生一起总结了算法。
","type":1},{"img_height":728,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/ab5ef7f78e824852bcfba93f6a623fbc__jpeg.heic","img_width":1366,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvYWI1ZWY3Zjc4ZTgyNDg1MmJjZmJhOTNmNmE2MjNmYmNfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"接着呈现了另一题20×30,相比上一题稍稍增加了一些难度,学生通过点子图分割出1个百,全部圈完是6个百是600,30×20是3个十乘2个十,十个十产生了一个新的计数单位“百”,3乘2等于6,所以30乘20等于600。
","type":1},{"img_height":728,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/617b0756d8a942ee9872d09deaf2219a__jpeg.heic","img_width":1366,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvNjE3YjA3NTZkOGE5NDJlZTk4NzJkMDlkZWFmMjIxOWFfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"课堂中梁老师呈现了微视频《中国计算能力为什么这么强》,中国是最早使用十进制计数法的,后来又发明了九九乘法表,使学生对十进制和乘法口诀表追根溯源,了 解数学文化,感受数学魅力,增强了学生的民族自豪感。
","type":1},{"img_height":728,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/1076a93d104c4fd0b18be63080224bb0__jpeg.heic","img_width":1366,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvMTA3NmE5M2QxMDRjNGZkMGIxOGJlNjMwODAyMjRiYjBfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"课堂上梁老师把列式与点子图结合,把计算与十进制结合,通过让学生说出想法,把自己的思考充分展现出来,使学生明确了算理。
","type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"王晓萍老师向我们汇报了《两位数乘两位数单元教学设计》
首先单元教学整体分析,本单元包括三部分内容:两位数乘两位数口算,两位数乘两位数不进位笔算,两位数乘两位数进位笔算。
整体把握单元教学内容:单元学科知识的整体把握,单元教学文化内容的整体把握。
确立多维单元教学目标:指向学科知识的学习目标,指向核心素养和数学文化素养的学习目标。
系统规划单元教学活动:单元数学文化的整体架构,单元课时安排,单元学习活动规划。
","type":1},{"img_height":1534,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/4b6deb0ffe624631a8c63272c8932a2a__jpeg.heic","img_width":2048,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvNGI2ZGViMGZmZTYyNDYzMWE4YzYzMjcyYzg5MzJhMmFfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"本单元中蕴含着丰富的数学思想方法和特有的思维方法。1、推理—转化思想方法。算理和不进位笔算一样,因此转化思想可以一脉相承。2、数形结合思想方法。口算靠概念来推想是比较抽象的,所以提供点子图,把推想过程直观化,帮助学生理解算理。
","type":1},{"img_height":1534,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/d50b078ce9a4435eb738988541efbec3__jpeg.heic","img_width":2048,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvZDUwYjA3OGNlOWE0NDM1ZWI3Mzg5ODg1NDFlZmJlYzNfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"本单元教学活动:第1课时—两位数乘两位数(口算),融入“九九乘法口诀”与十进制计数法的相关数学史,在了解数学文化的过程中,促进对口算算理的理解和算法的掌握。第2课时—两位数乘两位数(不进位),提供点子图,放手让学生自主探究,搜集多样化的的方法,用乘法结合律和乘法分配律等思路把新知识转化成旧知识。第3课时—两位数乘两位数(不进位)练习,通过数学与人文等文化素材创编数学问题,巩固应用新知。第4课时—两位数乘两位数(进位),自主尝试解决32✖️29,全班交流算法,提供点子图让学生说一说数式计算的每一步求的是什么,同时与不进位乘法对比分析,微视频介绍铺地锦和画线法,寻找它和现在的乘法竖式之间的相同之处。
","type":1},{"img_height":1534,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/6bb5e19725b540b69db93d34469d6cd9__jpeg.heic","img_width":1536,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvNmJiNWUxOTcyNWI1NDBiNjlkYjkzZDM0NDY5ZDZjZDlfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"最后带着这三个问题聆听安娜老师执教的《两位数乘两位数(不进位)》
","type":1},{"img_height":728,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/4b554e8b4b0c497292227b0f1f063cee__jpeg.heic","img_width":1366,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvNGI1NTRlOGI0YjBjNDk3MjkyMjI3YjBmMWYwNjNjZWVfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"首先呈现了国庆节摆花的情景,学生发现数学信息并提出数学问题,借助点子图解决问题,学生把点子图分成4份,来分别计算,还有的学生分成了两份是10行和2行,不论哪种方法都是把图分成几份,然后再合起来算出12行一共是多少。
","type":1},{"img_height":728,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/c18fca1c78a0425f884862eea7d734d1__jpeg.heic","img_width":1366,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvYzE4ZmNhMWM3OGEwNDI1Zjg4NDg2MmVlYTdkNzM0ZDFfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"向学生呈现乘法竖式发展变化的文化脉络,使学生初步感受到乘法竖式计算是人们在长期的数学计算过程中归纳总结出来的众多计算方法中的一种,是目前为止最为简捷高效的计算,体会到数学文化的多元性和数学知识的简洁性。
","type":1},{"img_height":728,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/bf7d2a6fc997481ab3abcbe7f2e8546c__jpeg.heic","img_width":1366,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvYmY3ZDJhNmZjOTk3NDgxYWIzYWJjYmU3ZjJlODU0NmNfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"老师引导学生回头看这节课,我们利用点子图在两位数乘一位数两位数乘整十数的基础上探究了两位数乘两位数,然后通过看,无论是两位数乘一位数,两位数乘两位数还是乘三位数,它们的本质都是在先分后合,算算有多少个计数单位,无论哪一种方法,无论是乘一位数,两位数还是三位数,万变不离其宗,他们都是在先分后合,算算有多少个计数单位。
","type":1},{"img_height":728,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/b5f69763604943db8188da2d2ddb0f97__jpeg.heic","img_width":1366,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvYjVmNjk3NjM2MDQ5NDNkYjgxODhkYTJkMmRkYjBmOTdfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"最后由齐鲁名师郑玲玲老师向我们汇报数学文化的教材分析及教学设计。数学是人类文化的重要组成部分,数学素养是现代社会每一个公民应该具备的基本素养。基于数学文化的教材分析和教学设计,可以帮助我们更好的实施教学,引领学生理解数学的本质,了解数学在人类发明中的作用,培育学生的历史感,激发学习数学的兴趣。
郑老师和我们聊了关于数学史的那些事,还有数学与科技,数学与人文,人文艺术等。
","type":1},{"img_height":1534,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/dfcb9038f8014065918bd6e27c10eecd__jpeg.heic","img_width":1536,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvZGZjYjkwMzhmODAxNDA2NTkxOGJkNmUyN2MxMGVlY2RfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"基于数学文化的教材分析,主要分为4个方面,第一是数学文化的类型分析,第二是数学文化的运用水平分析,第三是数学文化的功能分析,第四是知识内容分析。
","type":1},{"img_height":1534,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/414ae1151b1e4df4914d21c4da4f30cf__jpeg.heic","img_width":1536,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvNDE0YWUxMTUxYjFlNGRmNDkxNGQyMWM0ZGE0ZjMwY2ZfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"摆花的情景,让学生发现问题,发现数学信息提出问题,进而解决提高了解决问题的能力,感受数学的文化。
","type":1},{"img_height":1534,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/c135f58b7b1b46acb6c002574e09b2ed__jpeg.heic","img_width":1536,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvYzEzNWY1OGI3YjFiNDZhY2I2YzAwMjU3NGUwOWIyZWRfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"渗透数学文化专业活动方法,首先是提供应用性情境,也就是这里的数学学习成绩,体现数学的文化功能。我们根据学生已有的认知基础和生活经验,为学生提供了探索两位数乘两位数笔算方法的一个学习背景。最后在回顾梳理环节,将数学文化线与知识的探究线融合在一起。无论是两位数乘一位数,两位数乘两位数还是乘三位数,它们的本质都是在先分后合,算算有多少个计数单位,这就是探究线,那么将文化线和探究线融合在一起,这要使学生感受到简单的乘法计算的书写,无论是乘一位数,两位数还是三位数,万变不离其宗,他们都是在先分后合,算算有多少个计数单位。
","type":1},{"img_height":1534,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/e610d92b5f6c4157ad8359617d281d3b__jpeg.heic","img_width":1536,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvZTYxMGQ5MmI1ZjZjNDE1N2FkODM1OTYxN2QyODFkM2JfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"听两位老师的优秀课例让我学到了不少知识。以学生为中心,突出学生的主体地位。两位老师都借住“探究单”,放手学生,给学生充分思考问题的时间,注重学生思维的培养,同时让给他们充分表达自己观点的机会。借助“点子图”,化抽象为直观,把点子图和算式相对应数形结合,让学生心理建构数学模型过程。“ 数与代数”的课程对学生来说最为抽象,利用点子图理解算理,明确算法,理解竖式计算时把每次相乘的结果都在点子图上圈出来,沟通算理和算法的关系。注重数学思想方法的教学。转化思想,两位数乘两位数转化成两位数乘一位数和两位数乘整十数。经历了解决问题策略和算法多样化的过程,让学生体会到乘法算式的简洁,渗透数学思想。注重知识迁移和数学文化的渗透,十进制计数法、九九乘法口诀、乘法笔算的发展过程,了解数学文化,能更好的掌握数学知识。
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","type":1},{"img_height":668,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/414fd96ec26c4d66aa9f9c3c49403b07__jpeg.heic","img_width":1172,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvNDE0ZmQ5NmVjMjZjNGQ2NmFhOWY5YzNjNDk0MDNiMDdfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"我们聆听了梁校长的《两位数乘两位数(口算)》,学生根据情景图提出数学问题并列出算式,如何计算12×10呢?学生借助了点子图进行计算。(1)学生通过10个10个的数,发现结果是120。(2)学生把点子图平均分成了2份,每份60个,发现结果也是120。(3)学生先数出10排是100,加上剩下的20个,一共是120。最后老师和学生一起总结了算法。
","type":1},{"img_height":728,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/ab5ef7f78e824852bcfba93f6a623fbc__jpeg.heic","img_width":1366,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvYWI1ZWY3Zjc4ZTgyNDg1MmJjZmJhOTNmNmE2MjNmYmNfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"接着呈现了另一题20×30,相比上一题稍稍增加了一些难度,学生通过点子图分割出1个百,全部圈完是6个百是600,30×20是3个十乘2个十,十个十产生了一个新的计数单位“百”,3乘2等于6,所以30乘20等于600。
","type":1},{"img_height":728,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/617b0756d8a942ee9872d09deaf2219a__jpeg.heic","img_width":1366,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvNjE3YjA3NTZkOGE5NDJlZTk4NzJkMDlkZWFmMjIxOWFfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"课堂中梁老师呈现了微视频《中国计算能力为什么这么强》,中国是最早使用十进制计数法的,后来又发明了九九乘法表,使学生对十进制和乘法口诀表追根溯源,了 解数学文化,感受数学魅力,增强了学生的民族自豪感。
","type":1},{"img_height":728,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/1076a93d104c4fd0b18be63080224bb0__jpeg.heic","img_width":1366,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvMTA3NmE5M2QxMDRjNGZkMGIxOGJlNjMwODAyMjRiYjBfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"课堂上梁老师把列式与点子图结合,把计算与十进制结合,通过让学生说出想法,把自己的思考充分展现出来,使学生明确了算理。
","type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"王晓萍老师向我们汇报了《两位数乘两位数单元教学设计》
首先单元教学整体分析,本单元包括三部分内容:两位数乘两位数口算,两位数乘两位数不进位笔算,两位数乘两位数进位笔算。
整体把握单元教学内容:单元学科知识的整体把握,单元教学文化内容的整体把握。
确立多维单元教学目标:指向学科知识的学习目标,指向核心素养和数学文化素养的学习目标。
系统规划单元教学活动:单元数学文化的整体架构,单元课时安排,单元学习活动规划。
","type":1},{"img_height":1534,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/4b6deb0ffe624631a8c63272c8932a2a__jpeg.heic","img_width":2048,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvNGI2ZGViMGZmZTYyNDYzMWE4YzYzMjcyYzg5MzJhMmFfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"本单元中蕴含着丰富的数学思想方法和特有的思维方法。1、推理—转化思想方法。算理和不进位笔算一样,因此转化思想可以一脉相承。2、数形结合思想方法。口算靠概念来推想是比较抽象的,所以提供点子图,把推想过程直观化,帮助学生理解算理。
","type":1},{"img_height":1534,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/d50b078ce9a4435eb738988541efbec3__jpeg.heic","img_width":2048,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvZDUwYjA3OGNlOWE0NDM1ZWI3Mzg5ODg1NDFlZmJlYzNfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"本单元教学活动:第1课时—两位数乘两位数(口算),融入“九九乘法口诀”与十进制计数法的相关数学史,在了解数学文化的过程中,促进对口算算理的理解和算法的掌握。第2课时—两位数乘两位数(不进位),提供点子图,放手让学生自主探究,搜集多样化的的方法,用乘法结合律和乘法分配律等思路把新知识转化成旧知识。第3课时—两位数乘两位数(不进位)练习,通过数学与人文等文化素材创编数学问题,巩固应用新知。第4课时—两位数乘两位数(进位),自主尝试解决32✖️29,全班交流算法,提供点子图让学生说一说数式计算的每一步求的是什么,同时与不进位乘法对比分析,微视频介绍铺地锦和画线法,寻找它和现在的乘法竖式之间的相同之处。
","type":1},{"img_height":1534,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/6bb5e19725b540b69db93d34469d6cd9__jpeg.heic","img_width":1536,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvNmJiNWUxOTcyNWI1NDBiNjlkYjkzZDM0NDY5ZDZjZDlfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"最后带着这三个问题聆听安娜老师执教的《两位数乘两位数(不进位)》
","type":1},{"img_height":728,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/4b554e8b4b0c497292227b0f1f063cee__jpeg.heic","img_width":1366,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvNGI1NTRlOGI0YjBjNDk3MjkyMjI3YjBmMWYwNjNjZWVfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"首先呈现了国庆节摆花的情景,学生发现数学信息并提出数学问题,借助点子图解决问题,学生把点子图分成4份,来分别计算,还有的学生分成了两份是10行和2行,不论哪种方法都是把图分成几份,然后再合起来算出12行一共是多少。
","type":1},{"img_height":728,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/c18fca1c78a0425f884862eea7d734d1__jpeg.heic","img_width":1366,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvYzE4ZmNhMWM3OGEwNDI1Zjg4NDg2MmVlYTdkNzM0ZDFfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"向学生呈现乘法竖式发展变化的文化脉络,使学生初步感受到乘法竖式计算是人们在长期的数学计算过程中归纳总结出来的众多计算方法中的一种,是目前为止最为简捷高效的计算,体会到数学文化的多元性和数学知识的简洁性。
","type":1},{"img_height":728,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/bf7d2a6fc997481ab3abcbe7f2e8546c__jpeg.heic","img_width":1366,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvYmY3ZDJhNmZjOTk3NDgxYWIzYWJjYmU3ZjJlODU0NmNfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"老师引导学生回头看这节课,我们利用点子图在两位数乘一位数两位数乘整十数的基础上探究了两位数乘两位数,然后通过看,无论是两位数乘一位数,两位数乘两位数还是乘三位数,它们的本质都是在先分后合,算算有多少个计数单位,无论哪一种方法,无论是乘一位数,两位数还是三位数,万变不离其宗,他们都是在先分后合,算算有多少个计数单位。
","type":1},{"img_height":728,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/b5f69763604943db8188da2d2ddb0f97__jpeg.heic","img_width":1366,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvYjVmNjk3NjM2MDQ5NDNkYjgxODhkYTJkMmRkYjBmOTdfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"最后由齐鲁名师郑玲玲老师向我们汇报数学文化的教材分析及教学设计。数学是人类文化的重要组成部分,数学素养是现代社会每一个公民应该具备的基本素养。基于数学文化的教材分析和教学设计,可以帮助我们更好的实施教学,引领学生理解数学的本质,了解数学在人类发明中的作用,培育学生的历史感,激发学习数学的兴趣。
郑老师和我们聊了关于数学史的那些事,还有数学与科技,数学与人文,人文艺术等。
","type":1},{"img_height":1534,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/dfcb9038f8014065918bd6e27c10eecd__jpeg.heic","img_width":1536,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvZGZjYjkwMzhmODAxNDA2NTkxOGJkNmUyN2MxMGVlY2RfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"基于数学文化的教材分析,主要分为4个方面,第一是数学文化的类型分析,第二是数学文化的运用水平分析,第三是数学文化的功能分析,第四是知识内容分析。
","type":1},{"img_height":1534,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/414ae1151b1e4df4914d21c4da4f30cf__jpeg.heic","img_width":1536,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvNDE0YWUxMTUxYjFlNGRmNDkxNGQyMWM0ZGE0ZjMwY2ZfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"摆花的情景,让学生发现问题,发现数学信息提出问题,进而解决提高了解决问题的能力,感受数学的文化。
","type":1},{"img_height":1534,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/c135f58b7b1b46acb6c002574e09b2ed__jpeg.heic","img_width":1536,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvYzEzNWY1OGI3YjFiNDZhY2I2YzAwMjU3NGUwOWIyZWRfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"渗透数学文化专业活动方法,首先是提供应用性情境,也就是这里的数学学习成绩,体现数学的文化功能。我们根据学生已有的认知基础和生活经验,为学生提供了探索两位数乘两位数笔算方法的一个学习背景。最后在回顾梳理环节,将数学文化线与知识的探究线融合在一起。无论是两位数乘一位数,两位数乘两位数还是乘三位数,它们的本质都是在先分后合,算算有多少个计数单位,这就是探究线,那么将文化线和探究线融合在一起,这要使学生感受到简单的乘法计算的书写,无论是乘一位数,两位数还是三位数,万变不离其宗,他们都是在先分后合,算算有多少个计数单位。
","type":1},{"img_height":1534,"img_url":"https://ss-mpvolc.meipian.me/users/27438798/e610d92b5f6c4157ad8359617d281d3b__jpeg.heic","img_width":1536,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjc0Mzg3OTgvZTYxMGQ5MmI1ZjZjNDE1N2FkODM1OTYxN2QyODFkM2JfX2pwZWcuaGVpYw==/nickname/5YiY576O5a6P44Kb/userid/Mjc0Mzg3OTg=/sign/c16c3215c33d4d08529af1f125d408da"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"听两位老师的优秀课例让我学到了不少知识。以学生为中心,突出学生的主体地位。两位老师都借住“探究单”,放手学生,给学生充分思考问题的时间,注重学生思维的培养,同时让给他们充分表达自己观点的机会。借助“点子图”,化抽象为直观,把点子图和算式相对应数形结合,让学生心理建构数学模型过程。“ 数与代数”的课程对学生来说最为抽象,利用点子图理解算理,明确算法,理解竖式计算时把每次相乘的结果都在点子图上圈出来,沟通算理和算法的关系。注重数学思想方法的教学。转化思想,两位数乘两位数转化成两位数乘一位数和两位数乘整十数。经历了解决问题策略和算法多样化的过程,让学生体会到乘法算式的简洁,渗透数学思想。注重知识迁移和数学文化的渗透,十进制计数法、九九乘法口诀、乘法笔算的发展过程,了解数学文化,能更好的掌握数学知识。
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