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《整十数加、减整十数》这一课大约十年前上过一次校级公开课。这次的教材例题有所不同,目标和重难点不变,再次上这一课的感受也很不一样。
磨课时,在小组合作讨论算法这个环节,我是没有提供材料,让孩子在小组里说说自己是怎么计算的,孩子们也能说出很多种不一样的计算方法。有的说个位的0先不看,先把十位上的数相加,然后再补上一个0。有的孩子是个位加个位,十位加十位。还有的孩子是先算3+2=5,就知道30+20=50。个别的孩子利用了小棒和计数器来理解算理。其实课前老师是有让孩子们准备小棒的,但在这个环节中,主动拿出小棒来操作的少之又少。
","type":1},{"audio_music_id":0,"source":0,"text":"后来听同一备课组老师的建议,给每个小组提供一份小棒和一个计数器,供他们选择:请你结合小棒、计数器或以前学过的知识,在小组里说说你的想法。
","type":1},{"audio_music_id":0,"img_height":438,"img_url":"https://ss-mpvolc.meipian.me/users/13377890/d1a82deb4efa4d02b35fdcdb00fdd558__jpg.heic","img_width":786,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTMzNzc4OTAvZDFhODJkZWI0ZWZhNGQwMmIzNWZkY2RiMDBmZGQ1NThfX2pwZy5oZWlj/nickname/5bCP576O/userid/MTMzNzc4OTA=/sign/71e5d087e1f5d5f79a9968173a547d4c"},{"audio_music_id":0,"source":0,"text":"送教时就选择这种方案,我发现孩子们都能根据小棒和计数器来说自己的计算方法,能更简单的引出算理:几个十加几个十等于几个十。当然还有个别孩子会用之前学过的一图四式,想减法计算加法的方法,也有先算3+2=5,再算30+20=50。
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","type":1},{"audio_music_id":0,"source":0,"text":"在评课时有位老师提到了练习过多,确实是这样,备课时总想面面俱到,实际上却是顾此失彼的感觉。特别是在提出数学问题并解答这一题,显得非常仓促。如果练习的题目去掉一些,给这道题目留出更多的时间,可以让孩子动笔写一写,或者多提几个问题,效果会更好,这一个班孩子的提问能力也会有所提高。
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磨课时,在小组合作讨论算法这个环节,我是没有提供材料,让孩子在小组里说说自己是怎么计算的,孩子们也能说出很多种不一样的计算方法。有的说个位的0先不看,先把十位上的数相加,然后再补上一个0。有的孩子是个位加个位,十位加十位。还有的孩子是先算3+2=5,就知道30+20=50。个别的孩子利用了小棒和计数器来理解算理。其实课前老师是有让孩子们准备小棒的,但在这个环节中,主动拿出小棒来操作的少之又少。
","type":1},{"audio_music_id":0,"source":0,"text":"后来听同一备课组老师的建议,给每个小组提供一份小棒和一个计数器,供他们选择:请你结合小棒、计数器或以前学过的知识,在小组里说说你的想法。
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