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","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/112507534/cec64600-a433-11eb-9ea1-a3418f6b332d__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":"第一节课是全国特级教师牛献礼老师的《打电话》一课,这节课是人教版五年级下册的一节“综合应用”,教材中提供的活动分为三个部分:1、探讨最优方案。教材通过三个逐步递进的提示:可以一个一个地通知——分组通知会更快些——是不是分的组越多用的时间越少,由此引出最优方法;2、寻找规律;3、应用规律解决问题。从学生的角度分析,“打电话”虽然是熟悉的生活现象,但要提升到数学的高度,探索其中蕴含的优化策略,统筹考虑,合理安排,牛老师考虑为学生搭建更恰当的探究“脚手架”,把教学起点放得再低一些,不从例题设置的“通知15人”开始,而是从“通知3人”入手,并且要求学生用直观的图示把自己的想法表示出来。改造后的问题让所有的学生都能参与到方案的设计当中,他们在解决问题的活动中展现出不同的思考水平,获得不同程度的体验和发展。交流时,教师注重通过不同方案图示的对比,引导学生比较、分析方案省时的原因,自然地引出优化思想。起点的降低和教师适时的“介入”换来的是探究活动得以实实在在地展开,学生接下来“通知更多人”的探究不再盲目,规律的发现也不再“难产”,从而提高了自主探究的有效性和学习的效率。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/112507534/6a959f50-a433-11eb-9ea1-a3418f6b332d__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":"第二节课是山东省特级教师王永胜老师执教的《圆的认识》,在这节课中,见识了他的风采。本课导入巧妙,贴近生活而有充满数学味,渗透了推理,优化的数学思想,建立了模型,拓展了孩子的优化能力。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/112507534/6ae5c5b0-a434-11eb-9ea1-a3418f6b332d__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":"下午第一节课是全国特级教师强震球老师执教的《分数的意义》,这节课在人教版中安排在五年级下册学习,在这之前孩子们已经在三年级下册学习了《分数的初步认识》。孩子们都是基于具体的情景认识和理解分数。五年级再次学习分数是要孩子们将融于具体情境的分数抽象成分数的概念。这是教学的一个难点,也是孩子们在学习小学数学时感到最难理解的一节内容。但强老师的课却在一次次的比较中、让孩子们在一次次的辨析中不断对分数有了更清晰的认识与理解。
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/112507534/85f22400-a436-11eb-9ea1-a3418f6b332d__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":"强老师首先用“1”做引子,让孩子思考看到“1”你想到了什么?在孩子的回答中抓住孩子对“1”表示的是一个量的认识诱发孩子思考是否还可以表示一个整体或是否有更深刻的含义?","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/112507534/2528cec0-a437-11eb-9ea1-a3418f6b332d__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":"第二个教学环节是学习分数的概念。同样,强老师设计了三个情境,借助圆,实物、线段由点及面借助第二次比较:明明单位“1”都不一样,每次表示的数量也不同,为什么都能用三分之一表示?让学生们在比较中抽象出三分之一的意义是:将单位“1”平均分成三份,表示这样的一份就是三分之一。接着又以三分之一为“点”由此展开了对整个分数家族的认识——把单位“1”平均分成若干份,表示这样一份或几份的数叫做分数。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/112507534/399191d0-a437-11eb-9ea1-a3418f6b332d__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":"第三个教学环节是沟通整数与分数的联系。强老师设计了三种不同颜色、不同数量的花,在不断转换单位“1”的过程中让学生分析另外两种花与单位“1”之间的关系;并借此情境让学生比较“单位“1”与整数和分数有何关联?”从而沟通了倍与分数的联系——当包含有几个单位“1”时就是单位“1”的几倍,即用整数表示;当单位“1”被平均分成若干份,表示这样的一份或几份时一般用分数表示。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/112507534/fd2dab70-a436-11eb-9ea1-a3418f6b332d__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":"最后一节课是全国特级教师朱国荣老师执教的《分数表示关系的含义》在本节课的设计上教师淡化形式,注重实质,注重数学与生活的联系,一切以学生的发展为根本,以提升学生的数学思维为核心,引导学生在动手实践、自主探究与合作交流中体会,学生“学习的主人”色彩体现得淋漓尽致。让学生充分的交流,适时的抽象、归纳、概括、引导、总结,在让学生充分展示自我的同时,教师很恰当地体现了自己指导者在教学过程中的作用。
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","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/112507534/cec64600-a433-11eb-9ea1-a3418f6b332d__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":"第一节课是全国特级教师牛献礼老师的《打电话》一课,这节课是人教版五年级下册的一节“综合应用”,教材中提供的活动分为三个部分:1、探讨最优方案。教材通过三个逐步递进的提示:可以一个一个地通知——分组通知会更快些——是不是分的组越多用的时间越少,由此引出最优方法;2、寻找规律;3、应用规律解决问题。从学生的角度分析,“打电话”虽然是熟悉的生活现象,但要提升到数学的高度,探索其中蕴含的优化策略,统筹考虑,合理安排,牛老师考虑为学生搭建更恰当的探究“脚手架”,把教学起点放得再低一些,不从例题设置的“通知15人”开始,而是从“通知3人”入手,并且要求学生用直观的图示把自己的想法表示出来。改造后的问题让所有的学生都能参与到方案的设计当中,他们在解决问题的活动中展现出不同的思考水平,获得不同程度的体验和发展。交流时,教师注重通过不同方案图示的对比,引导学生比较、分析方案省时的原因,自然地引出优化思想。起点的降低和教师适时的“介入”换来的是探究活动得以实实在在地展开,学生接下来“通知更多人”的探究不再盲目,规律的发现也不再“难产”,从而提高了自主探究的有效性和学习的效率。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/112507534/6a959f50-a433-11eb-9ea1-a3418f6b332d__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":"第二节课是山东省特级教师王永胜老师执教的《圆的认识》,在这节课中,见识了他的风采。本课导入巧妙,贴近生活而有充满数学味,渗透了推理,优化的数学思想,建立了模型,拓展了孩子的优化能力。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/112507534/6ae5c5b0-a434-11eb-9ea1-a3418f6b332d__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":"下午第一节课是全国特级教师强震球老师执教的《分数的意义》,这节课在人教版中安排在五年级下册学习,在这之前孩子们已经在三年级下册学习了《分数的初步认识》。孩子们都是基于具体的情景认识和理解分数。五年级再次学习分数是要孩子们将融于具体情境的分数抽象成分数的概念。这是教学的一个难点,也是孩子们在学习小学数学时感到最难理解的一节内容。但强老师的课却在一次次的比较中、让孩子们在一次次的辨析中不断对分数有了更清晰的认识与理解。
","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/112507534/85f22400-a436-11eb-9ea1-a3418f6b332d__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":"强老师首先用“1”做引子,让孩子思考看到“1”你想到了什么?在孩子的回答中抓住孩子对“1”表示的是一个量的认识诱发孩子思考是否还可以表示一个整体或是否有更深刻的含义?","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/112507534/2528cec0-a437-11eb-9ea1-a3418f6b332d__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":"第二个教学环节是学习分数的概念。同样,强老师设计了三个情境,借助圆,实物、线段由点及面借助第二次比较:明明单位“1”都不一样,每次表示的数量也不同,为什么都能用三分之一表示?让学生们在比较中抽象出三分之一的意义是:将单位“1”平均分成三份,表示这样的一份就是三分之一。接着又以三分之一为“点”由此展开了对整个分数家族的认识——把单位“1”平均分成若干份,表示这样一份或几份的数叫做分数。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/112507534/399191d0-a437-11eb-9ea1-a3418f6b332d__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":"第三个教学环节是沟通整数与分数的联系。强老师设计了三种不同颜色、不同数量的花,在不断转换单位“1”的过程中让学生分析另外两种花与单位“1”之间的关系;并借此情境让学生比较“单位“1”与整数和分数有何关联?”从而沟通了倍与分数的联系——当包含有几个单位“1”时就是单位“1”的几倍,即用整数表示;当单位“1”被平均分成若干份,表示这样的一份或几份时一般用分数表示。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":900,"img_url":"https://ss-mpvolc.meipian.me/users/112507534/fd2dab70-a436-11eb-9ea1-a3418f6b332d__jpg.heic","img_width":1200,"text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"text":"最后一节课是全国特级教师朱国荣老师执教的《分数表示关系的含义》在本节课的设计上教师淡化形式,注重实质,注重数学与生活的联系,一切以学生的发展为根本,以提升学生的数学思维为核心,引导学生在动手实践、自主探究与合作交流中体会,学生“学习的主人”色彩体现得淋漓尽致。让学生充分的交流,适时的抽象、归纳、概括、引导、总结,在让学生充分展示自我的同时,教师很恰当地体现了自己指导者在教学过程中的作用。
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