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有幸聆听了2020年7月21日—22日举办山东省小学数学“教研大讲堂”---基于数学文化的“数与代数”专题教学研讨会。本次会议通过钉钉群联播的方式进行,接到通知,学校积极组织数学老师们在7月21日准时相约钉钉直播群,体验这场数学文化的精神盛宴。
","type":1},{"img_height":608,"img_size":90,"img_url":"https://ss-mpvolc.meipian.me/users/12784894/dffff8b90e775e96eb9eaa91b5904cc8__jpg.heic","img_width":1080,"is_origin":false,"source":0,"type":1},{"img_height":684,"img_size":100,"img_url":"https://ss-mpvolc.meipian.me/users/12784894/0ea1b9e77c4f45094563ee4e915d0748__jpg.heic","img_width":1080,"is_origin":false,"source":0,"type":1},{"source":0,"text":"第一节课是由威海岚寺小学梁娟校长带来的《两位数乘两位数(口算)》。感觉这节课内容比较简单,日常教学中我们会告诉学生算法,但我确却忽视算理只是我自己明白了,学生知其然,却不知其所以然。学生只是会做得数,不知内在含义。梁校长的这节课让我眼前一亮。借助点子图圈一圈、画一画,学生一下明白“10个十是100”“12个十是120”……将算法和算理有效的结合。印象最深刻的是对于30×20的讲解。梁校长一句“3个十和2个十怎么就乘出6个百?这个百在哪里?”。随后借助点子图,数形结合帮助学生明了为什么先算3×2=6,再添两个0。真正实现算法和算理的有效结合,无论多么复杂的乘法,只要有两个法宝——用口诀算、想计数单位,我们都可以很快得到结果。最后的数学微课堂可谓画龙点睛,让数学文化有机融入数学教学,实现文化育人目标。
","type":1},{"img_height":554,"img_size":106,"img_url":"https://ss-mpvolc.meipian.me/users/12784894/d3eac27d45e16cc3508d6867701f3e8f__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1},{"img_height":1200,"img_size":353,"img_url":"https://ss-mpvolc.meipian.me/users/12784894/8b669bef69dcae7cdee0334edf6df104__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1},{"img_height":1200,"img_size":344,"img_url":"https://ss-mpvolc.meipian.me/users/12784894/6d6f89d9b2a53eaa45e6aaaac35eb84f__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":"王老师给我们分享了这节课设计理念抓住了数学具有科学与人文的双重学科性质,数学教育既是数学知识与技能的教育,也是数学文化的教育。王老师又从单元教学整体进行了分析,确立多维单元教学目标进行分析。报告中从抓住核心要素,整体把握单元学科知识和整理文化线索,整体把握单元教学文化内容来阐述教学内容。还讲到了数形结合思想方法,算理的解释仍可以借助点子图,进一步沟通进位笔算中算理和算法的关系点不是一节一节孤立的,我们在设计一节课首先要从整体上去把握。
","type":1},{"img_height":1200,"img_size":324,"img_url":"https://ss-mpvolc.meipian.me/users/12784894/f486427f709865b1fb1770f6a666c053__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1},{"img_height":1200,"img_size":392,"img_url":"https://ss-mpvolc.meipian.me/users/12784894/d65de89148c3a2e4fd89d95dd12264d3__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":"第二节课是由我们临沂朴园小学安娜老师执教《两位数乘两位数(不进位)》。安娜老师同样巧妙地运用了点子图,用圈一圈和数一数的方法探究14x12的结果。最后总结出来不管用哪种方法都是先分后合,将两位数乘两位数转化成两位数乘十和两位数乘一位数来计算。在教学中还出现了台湾视窗法和铺地锦的方法,将新知转化为旧知,有效解决了14×12的计算。“铺地锦”算法的引入,渗透数学文化,丰富学生的文化视野。
","type":1},{"img_height":470,"img_size":98,"img_url":"https://ss-mpvolc.meipian.me/users/12784894/e850e65bab6a4435de43a2bd2c8e6762__jpg.heic","img_width":750,"is_origin":false,"source":0,"text":"郑主任首先从数学史的那些事谈起,从数学文化的类型、数学文化的作用、水平、文化功能、数学文化知识风方面进行了正题解读,向我们打开数学文化的大门,然后又对《两位数乘两位数》这节课数学文化的设计进行了分析,主要突出以下几点:一是借助直观,凸显转化思想;二是数形结合理解竖式本质;三是有机渗透数学文化,沟通算理的一致性,感受数学魅力。
","type":1},{"img_height":810,"img_size":98,"img_url":"https://ss-mpvolc.meipian.me/users/12784894/e6722c299bad44384ec7bc82f4f1e137__jpg.heic","img_width":1080,"is_origin":false,"source":0,"type":1},{"source":0,"text":"听名师上课,听专家们分析点评是一种精神上的享受,让我近距离的接触了名师,聆听专家的示范课讲座,数学博大精深,还需要我们不断的学习探究在以后的工作中,我将不断进取,丰富自己,提升自己。
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","type":1},{"img_height":608,"img_size":90,"img_url":"https://ss-mpvolc.meipian.me/users/12784894/dffff8b90e775e96eb9eaa91b5904cc8__jpg.heic","img_width":1080,"is_origin":false,"source":0,"type":1},{"img_height":684,"img_size":100,"img_url":"https://ss-mpvolc.meipian.me/users/12784894/0ea1b9e77c4f45094563ee4e915d0748__jpg.heic","img_width":1080,"is_origin":false,"source":0,"type":1},{"source":0,"text":"第一节课是由威海岚寺小学梁娟校长带来的《两位数乘两位数(口算)》。感觉这节课内容比较简单,日常教学中我们会告诉学生算法,但我确却忽视算理只是我自己明白了,学生知其然,却不知其所以然。学生只是会做得数,不知内在含义。梁校长的这节课让我眼前一亮。借助点子图圈一圈、画一画,学生一下明白“10个十是100”“12个十是120”……将算法和算理有效的结合。印象最深刻的是对于30×20的讲解。梁校长一句“3个十和2个十怎么就乘出6个百?这个百在哪里?”。随后借助点子图,数形结合帮助学生明了为什么先算3×2=6,再添两个0。真正实现算法和算理的有效结合,无论多么复杂的乘法,只要有两个法宝——用口诀算、想计数单位,我们都可以很快得到结果。最后的数学微课堂可谓画龙点睛,让数学文化有机融入数学教学,实现文化育人目标。
","type":1},{"img_height":554,"img_size":106,"img_url":"https://ss-mpvolc.meipian.me/users/12784894/d3eac27d45e16cc3508d6867701f3e8f__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1},{"img_height":1200,"img_size":353,"img_url":"https://ss-mpvolc.meipian.me/users/12784894/8b669bef69dcae7cdee0334edf6df104__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1},{"img_height":1200,"img_size":344,"img_url":"https://ss-mpvolc.meipian.me/users/12784894/6d6f89d9b2a53eaa45e6aaaac35eb84f__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":"王老师给我们分享了这节课设计理念抓住了数学具有科学与人文的双重学科性质,数学教育既是数学知识与技能的教育,也是数学文化的教育。王老师又从单元教学整体进行了分析,确立多维单元教学目标进行分析。报告中从抓住核心要素,整体把握单元学科知识和整理文化线索,整体把握单元教学文化内容来阐述教学内容。还讲到了数形结合思想方法,算理的解释仍可以借助点子图,进一步沟通进位笔算中算理和算法的关系点不是一节一节孤立的,我们在设计一节课首先要从整体上去把握。
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