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为扎实推进城乡教育的均衡发展,让名师走下云端,由山东省教科院牵头举办的山东省小学数学“送教支教”活动于11月20日走进临沂第一实验小学。
","type":1},{"img_height":1242,"img_url":"https://ss-mpvolc.meipian.me/users/18617789/c9bd548779ee42e28a23e45be02010c4__jpeg.heic","img_width":2208,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"img_height":618,"img_url":"https://ss-mpvolc.meipian.me/users/18617789/ba3497d97b2a441cb6c7b33ff117f2e4__png.heic","img_width":994,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"根据会议安排,我们有幸通过钉钉直播观摩了六位优秀老师执教的示范课,聆听了诸位专家带来的精彩报告。一天的学习结束后,内心最大的触动便是原来概念课也是可以上得如此生动有趣。
纵观徐美霞老师、迟辉老师和于伟老师执教的三节课,他们始终紧紧地抓住计数单位等核心概念,借助数轴沟通整数和分数、整数和小数的联系,强调依托计数单位表示数的基本方法,凸显新旧知识的联结。
华罗庚说过,数源于数,那么要数数就要有计数单位。几位老师引导孩子借助前面学习的经验,通过不断平均分,找到新的计数单位,然后再数一数有几个这样的计数单位,就这样把学生头脑中已有的整数的计数单位扩充到了分数、小数的计数单位,让学生在真正的操作当中发现用分数、小数计数的奥秘——分数、小数和整数一样,其实也是在数计数单位的个数。
","type":1},{"img_height":2900,"img_url":"https://ss-mpvolc.meipian.me/users/18617789/ec8f77c8-3570-49ba-bb19-236ae3656f97__jpg.heic","img_width":1200,"source":1,"source_platform":"local","splicing_template_id":1004,"type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"英国沃瑞克大学的塔尔教授认为,数概念是一个典型的过程性概念,也就是说数既是一个概念也是一个学生必须亲身经历的过程。迟老师和于老师为了帮助孩子们内化数概念,都借助了直观的细分手段,引导学生借助数轴这一直观模型,数形结合,直观感受到当一位小数不够时,要产生更小的计数单位进行更精确的表示,由此很自然地产生了两位小数的变形。借助直观模型,从整数到一位小数,再从一位小数到两位小数、再到三位小数,学生直观感受到一个不断细分的过程,在细分中感受到用小数表示的精确性,加深了学生对数的本质的理解,更为关键的是,学生获得了数产生的基本经验,为后续新的数的学习埋下了种子。
","type":1},{"img_height":2176,"img_url":"https://ss-mpvolc.meipian.me/users/18617789/e0904db5-3cdf-4dbd-ad5d-38bd1a2d8cc7__jpg.heic","img_width":1200,"source":1,"source_platform":"local","splicing_template_id":1004,"type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"普通高中《数学课程标准》指出:“数学文化是指数学的思想、精神、语言、方法、观点以及它们的形成和发展,还包括数学在人类生活、科学技术、社会发展中的贡献和意义以及与数学相关的人文活动”。几位老师的课都注重让学生理解计数的发展历史,借数学文化来深化学生对分数、小数的认识。他们讲的数学文化,渗透到了教学当中的每一个环节,涵盖了数学思想方法,数学史,数学与生活,数学与科技等多个方面,数学史的巧妙融入,不仅给我们的课堂增添了浓浓的数学味儿,为学生打开了一扇新的通往知识的大门,更让学生感受到了学习的乐趣,激发了学生们的爱国情感和民族的自豪感。
","type":1},{"img_height":1036,"img_url":"https://ss-mpvolc.meipian.me/users/18617789/f6c61ad3f2d349338a1d557f2dcc158d__jpeg.heic","img_width":690,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"教然后知困,学然后知不足。在专家的引领与解读下,我对名师示范课有了更深刻的理解,也更加认识到自己在教材研究、教学设计上的不足。今后,我将认真钻研教材,带着学习的收获,努力上好每一节课。
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","type":1},{"img_height":1242,"img_url":"https://ss-mpvolc.meipian.me/users/18617789/c9bd548779ee42e28a23e45be02010c4__jpeg.heic","img_width":2208,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"img_height":618,"img_url":"https://ss-mpvolc.meipian.me/users/18617789/ba3497d97b2a441cb6c7b33ff117f2e4__png.heic","img_width":994,"source":0,"source_platform":"local","splicing_template_id":0,"type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"根据会议安排,我们有幸通过钉钉直播观摩了六位优秀老师执教的示范课,聆听了诸位专家带来的精彩报告。一天的学习结束后,内心最大的触动便是原来概念课也是可以上得如此生动有趣。
纵观徐美霞老师、迟辉老师和于伟老师执教的三节课,他们始终紧紧地抓住计数单位等核心概念,借助数轴沟通整数和分数、整数和小数的联系,强调依托计数单位表示数的基本方法,凸显新旧知识的联结。
华罗庚说过,数源于数,那么要数数就要有计数单位。几位老师引导孩子借助前面学习的经验,通过不断平均分,找到新的计数单位,然后再数一数有几个这样的计数单位,就这样把学生头脑中已有的整数的计数单位扩充到了分数、小数的计数单位,让学生在真正的操作当中发现用分数、小数计数的奥秘——分数、小数和整数一样,其实也是在数计数单位的个数。
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