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教师节当天,一位同仁在圈里分享孩子的祝福——“老师,节日快乐!您辛苦了,我爱你205”,同事打趣地说这个孩子的确像他这位体育老师教的。当然,对于一位农村刚升二年级的孩子来说,能够懵懵懂懂地用“205”对老师表达尊敬和爱戴之情已经很不容易,因为他不懂得“520”的谐音是“我爱你”,大家也都逗同事说没给你写成“250”算你幸运。
","type":1},{"audio_music_id":0,"img_height":1500,"img_size":510,"img_url":"https://ss-mpvolc.meipian.me/users/27392566/463b11ac5cb97f9e576979505f00788d__jpg.heic","img_width":2000,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjczOTI1NjYvNDYzYjExYWM1Y2I5N2Y5ZTU3Njk3OTUwNWYwMDc4OGRfX2pwZy5oZWlj/nickname/6L656LWw6L655oKf/userid/MjczOTI1NjY=/sign/349fddddcc948a6e119eaba5811930de"},{"audio_music_id":0,"source":0,"text":"
这不,今天我们又一次欢聚在了另一位体育老师的数学课堂。六年级的《圆的周长》一课公开课教学,教者是刚刚进入我校的“新”老教师张老师。正如大家在研讨时所说,想象中应该很有激情的体育健儿竟然也有如此稳重温情的一面。
","type":1},{"audio_music_id":0,"img_height":640,"img_size":79,"img_url":"https://ss-mpvolc.meipian.me/users/27392566/cbef1111436741f80bb0afefeafe226d__jpg.heic","img_width":640,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjczOTI1NjYvY2JlZjExMTE0MzY3NDFmODBiYjBhZmVmZWFmZTIyNmRfX2pwZy5oZWlj/nickname/6L656LWw6L655oKf/userid/MjczOTI1NjY=/sign/349fddddcc948a6e119eaba5811930de"},{"audio_music_id":0,"source":0,"text":"其实,对于教数学的体育老师我是非常敬佩的,因为华应龙老师正是一名从江苏省南通市乡村完小起步的教数学的体育老师,他一教教到了首都名校。我常想,教数学的体育老师远比教体育的数学老师要优秀,因为后者有了专业成长的局限性。
","type":1},{"audio_music_id":0,"img_height":1500,"img_size":480,"img_url":"https://ss-mpvolc.meipian.me/users/27392566/7490a1dbdcf05d479771a7eafa08f9fc__jpg.heic","img_width":2000,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjczOTI1NjYvNzQ5MGExZGJkY2YwNWQ0Nzk3NzFhN2VhZmEwOGY5ZmNfX2pwZy5oZWlj/nickname/6L656LWw6L655oKf/userid/MjczOTI1NjY=/sign/349fddddcc948a6e119eaba5811930de"},{"audio_music_id":0,"source":0,"text":"张老师的课从一则阿凡提的毛驴赛跑的故事入手,引发孩子们的思考,在评理中步步深入。为什么不公平?用数据来说话!咋得到数据?用行动去搜集!孩子们从直觉层面的“不公平原因”探到了本质层面的“不公平之理”——因为周长不同。让知识从相对粗糙的生活走向了绝对精细的数学,因为数学是讲道理的,课堂是个说理的地方。
","type":1},{"audio_music_id":0,"img_height":1500,"img_size":536,"img_url":"https://ss-mpvolc.meipian.me/users/27392566/5d1b478c97e15d4e0e62d98f19f55674__jpg.heic","img_width":2000,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjczOTI1NjYvNWQxYjQ3OGM5N2UxNWQ0ZTBlNjJkOThmMTlmNTU2NzRfX2pwZy5oZWlj/nickname/6L656LWw6L655oKf/userid/MjczOTI1NjY=/sign/349fddddcc948a6e119eaba5811930de"},{"audio_music_id":0,"source":0,"text":"
从直观感受到的“圆大周长长圆小周长短”让孩子们体会到了圆的周长和圆的大小有关,而在之前教学中孩子们已经明白了圆的大小又和圆的直径有关,对呀!那么圆的周长不就和圆的直径有关了嘛?数学的推理思想自然渗透而来。之前已经知道,正方形的周长是边长的4倍,受迁移类比的思想影响,孩子们自然猜想圆的周长会不会也和直径有倍数关系呢?通过观察两只毛驴赛跑的运动轨迹,他们发现这种倍数不到4倍,那么究竟又是几倍的关系呢?孩子们的求知欲被激发起来了。
这一谜团的解开离不开集体的合作,各小组开始忙碌起来:圆形卡纸、尺子、毛线、记录单……张老师像一位“微服私访的黄三爷”一样在各组时而驻足观察、时而参与研讨、时而巧妙追问。课堂,就在此刻归还到了孩子们的手中,他们在“评理”这根儿杠杆的撬动下思维不断碰撞,理解逐渐深入。
","type":1},{"audio_music_id":0,"img_height":720,"img_width":1280,"is_origin":false,"source":0,"source_platform":"local","type":3,"video_length":3,"video_thumbnail":"https://ss-mpvolc.meipian.me/users/27392566/1631719431856__jpg.heic","video_url":"http://video.ivwen.com/users/27392566/1631719430623.mp4"},{"audio_music_id":0,"source":0,"text":"实践是检验真理的唯一标准。孩子们在自己亲手测量的数据中发现并总结出了直径和圆周长之间存在着3倍过一些但不到4倍的关系,张老师顺势引出了区间3.1415926~3.1415927之间,π这个新朋友随即闪亮登场,张老师又向孩子们介绍了测量中的“误差”以及π取近似值3.14的必要性。一节课的重点在这里巧妙地被突破,好似一把钥匙被打磨出厂,进而回归到生活中在圆大圆小π不变中体会到了“变中有不变”的思想,由π的由来推理出了圆周长的公式。板书、辨析、练习、总结,环环相扣,一气呵成。
","type":1},{"audio_music_id":0,"img_height":720,"img_width":1280,"is_origin":false,"source":0,"source_platform":"local","type":3,"video_length":12,"video_thumbnail":"https://ss-mpvolc.meipian.me/users/27392566/1631719496994__jpg.heic","video_url":"http://video.ivwen.com/users/27392566/1631719494162.mp4"},{"audio_music_id":0,"source":0,"text":"不带六年级快三年的我,被张老师的课所吸引,被他课前精心的准备所打动,被孩子们极其投入的探究精神所感动。这才是属于孩子们的课堂,这才是真正的“以学生为主体”,张老师把这种主体地位引导孩子们“做”了出来,而不是光口“说”了出来。反过来想,要是直接“告诉”孩子们C=πD或者2πR反复练习后也能“掌握”知识,当然也能考得高分,貌似省时省力又省心。可是体育专业的张老师为何没有按照体育技能的教学方式去灌输、示范和重复训练呢?这种不嫌麻烦刨根儿问底的引导操作是令人欣慰的幸事。
","type":1},{"audio_music_id":0,"img_height":1080,"img_url":"https://ss-mpvolc.meipian.me/users/27392566/1631720601217__jpg.heic","img_width":1080,"is_origin":false,"source":1,"splicing_template_id":504,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjczOTI1NjYvMTYzMTcyMDYwMTIxN19fanBnLmhlaWM=/nickname/6L656LWw6L655oKf/userid/MjczOTI1NjY=/sign/349fddddcc948a6e119eaba5811930de"},{"audio_music_id":0,"source":0,"text":"因为学校师资条件所限,近几年上班的各位“特色菜”教师(专科)不得不被融合成“烩面”教师(全科),这是一种现实。面对现实,我们选择怎样的态度将对应怎样的结果,正所谓“埋怨环境天昏地暗,适应环境天高地阔”。好在我们的团队加入了像张老师这样优秀的队友,还有好几位刚刚入职的年轻有为的新生代力量。
我们坚信,和谐团结的数学教研组成员一定能在相互交流中为彼此赋能,促共同成长,最后真正实现孩子们“205”我们的美好愿望,在他们幼小的心里播下“数学好玩”的种子,期待有朝一日生根发芽,茁壮成长,长成一棵富有科学探究精神的参天大树!
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","type":1},{"audio_music_id":0,"img_height":1500,"img_size":510,"img_url":"https://ss-mpvolc.meipian.me/users/27392566/463b11ac5cb97f9e576979505f00788d__jpg.heic","img_width":2000,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjczOTI1NjYvNDYzYjExYWM1Y2I5N2Y5ZTU3Njk3OTUwNWYwMDc4OGRfX2pwZy5oZWlj/nickname/6L656LWw6L655oKf/userid/MjczOTI1NjY=/sign/349fddddcc948a6e119eaba5811930de"},{"audio_music_id":0,"source":0,"text":"
这不,今天我们又一次欢聚在了另一位体育老师的数学课堂。六年级的《圆的周长》一课公开课教学,教者是刚刚进入我校的“新”老教师张老师。正如大家在研讨时所说,想象中应该很有激情的体育健儿竟然也有如此稳重温情的一面。
","type":1},{"audio_music_id":0,"img_height":640,"img_size":79,"img_url":"https://ss-mpvolc.meipian.me/users/27392566/cbef1111436741f80bb0afefeafe226d__jpg.heic","img_width":640,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjczOTI1NjYvY2JlZjExMTE0MzY3NDFmODBiYjBhZmVmZWFmZTIyNmRfX2pwZy5oZWlj/nickname/6L656LWw6L655oKf/userid/MjczOTI1NjY=/sign/349fddddcc948a6e119eaba5811930de"},{"audio_music_id":0,"source":0,"text":"其实,对于教数学的体育老师我是非常敬佩的,因为华应龙老师正是一名从江苏省南通市乡村完小起步的教数学的体育老师,他一教教到了首都名校。我常想,教数学的体育老师远比教体育的数学老师要优秀,因为后者有了专业成长的局限性。
","type":1},{"audio_music_id":0,"img_height":1500,"img_size":480,"img_url":"https://ss-mpvolc.meipian.me/users/27392566/7490a1dbdcf05d479771a7eafa08f9fc__jpg.heic","img_width":2000,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjczOTI1NjYvNzQ5MGExZGJkY2YwNWQ0Nzk3NzFhN2VhZmEwOGY5ZmNfX2pwZy5oZWlj/nickname/6L656LWw6L655oKf/userid/MjczOTI1NjY=/sign/349fddddcc948a6e119eaba5811930de"},{"audio_music_id":0,"source":0,"text":"张老师的课从一则阿凡提的毛驴赛跑的故事入手,引发孩子们的思考,在评理中步步深入。为什么不公平?用数据来说话!咋得到数据?用行动去搜集!孩子们从直觉层面的“不公平原因”探到了本质层面的“不公平之理”——因为周长不同。让知识从相对粗糙的生活走向了绝对精细的数学,因为数学是讲道理的,课堂是个说理的地方。
","type":1},{"audio_music_id":0,"img_height":1500,"img_size":536,"img_url":"https://ss-mpvolc.meipian.me/users/27392566/5d1b478c97e15d4e0e62d98f19f55674__jpg.heic","img_width":2000,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjczOTI1NjYvNWQxYjQ3OGM5N2UxNWQ0ZTBlNjJkOThmMTlmNTU2NzRfX2pwZy5oZWlj/nickname/6L656LWw6L655oKf/userid/MjczOTI1NjY=/sign/349fddddcc948a6e119eaba5811930de"},{"audio_music_id":0,"source":0,"text":"
从直观感受到的“圆大周长长圆小周长短”让孩子们体会到了圆的周长和圆的大小有关,而在之前教学中孩子们已经明白了圆的大小又和圆的直径有关,对呀!那么圆的周长不就和圆的直径有关了嘛?数学的推理思想自然渗透而来。之前已经知道,正方形的周长是边长的4倍,受迁移类比的思想影响,孩子们自然猜想圆的周长会不会也和直径有倍数关系呢?通过观察两只毛驴赛跑的运动轨迹,他们发现这种倍数不到4倍,那么究竟又是几倍的关系呢?孩子们的求知欲被激发起来了。
这一谜团的解开离不开集体的合作,各小组开始忙碌起来:圆形卡纸、尺子、毛线、记录单……张老师像一位“微服私访的黄三爷”一样在各组时而驻足观察、时而参与研讨、时而巧妙追问。课堂,就在此刻归还到了孩子们的手中,他们在“评理”这根儿杠杆的撬动下思维不断碰撞,理解逐渐深入。
","type":1},{"audio_music_id":0,"img_height":720,"img_width":1280,"is_origin":false,"source":0,"source_platform":"local","type":3,"video_length":3,"video_thumbnail":"https://ss-mpvolc.meipian.me/users/27392566/1631719431856__jpg.heic","video_url":"http://video.ivwen.com/users/27392566/1631719430623.mp4"},{"audio_music_id":0,"source":0,"text":"实践是检验真理的唯一标准。孩子们在自己亲手测量的数据中发现并总结出了直径和圆周长之间存在着3倍过一些但不到4倍的关系,张老师顺势引出了区间3.1415926~3.1415927之间,π这个新朋友随即闪亮登场,张老师又向孩子们介绍了测量中的“误差”以及π取近似值3.14的必要性。一节课的重点在这里巧妙地被突破,好似一把钥匙被打磨出厂,进而回归到生活中在圆大圆小π不变中体会到了“变中有不变”的思想,由π的由来推理出了圆周长的公式。板书、辨析、练习、总结,环环相扣,一气呵成。
","type":1},{"audio_music_id":0,"img_height":720,"img_width":1280,"is_origin":false,"source":0,"source_platform":"local","type":3,"video_length":12,"video_thumbnail":"https://ss-mpvolc.meipian.me/users/27392566/1631719496994__jpg.heic","video_url":"http://video.ivwen.com/users/27392566/1631719494162.mp4"},{"audio_music_id":0,"source":0,"text":"不带六年级快三年的我,被张老师的课所吸引,被他课前精心的准备所打动,被孩子们极其投入的探究精神所感动。这才是属于孩子们的课堂,这才是真正的“以学生为主体”,张老师把这种主体地位引导孩子们“做”了出来,而不是光口“说”了出来。反过来想,要是直接“告诉”孩子们C=πD或者2πR反复练习后也能“掌握”知识,当然也能考得高分,貌似省时省力又省心。可是体育专业的张老师为何没有按照体育技能的教学方式去灌输、示范和重复训练呢?这种不嫌麻烦刨根儿问底的引导操作是令人欣慰的幸事。
","type":1},{"audio_music_id":0,"img_height":1080,"img_url":"https://ss-mpvolc.meipian.me/users/27392566/1631720601217__jpg.heic","img_width":1080,"is_origin":false,"source":1,"splicing_template_id":504,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjczOTI1NjYvMTYzMTcyMDYwMTIxN19fanBnLmhlaWM=/nickname/6L656LWw6L655oKf/userid/MjczOTI1NjY=/sign/349fddddcc948a6e119eaba5811930de"},{"audio_music_id":0,"source":0,"text":"因为学校师资条件所限,近几年上班的各位“特色菜”教师(专科)不得不被融合成“烩面”教师(全科),这是一种现实。面对现实,我们选择怎样的态度将对应怎样的结果,正所谓“埋怨环境天昏地暗,适应环境天高地阔”。好在我们的团队加入了像张老师这样优秀的队友,还有好几位刚刚入职的年轻有为的新生代力量。
我们坚信,和谐团结的数学教研组成员一定能在相互交流中为彼此赋能,促共同成长,最后真正实现孩子们“205”我们的美好愿望,在他们幼小的心里播下“数学好玩”的种子,期待有朝一日生根发芽,茁壮成长,长成一棵富有科学探究精神的参天大树!
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