工作就用美篇工作版","guide_search_desc":"海量模板范文,一键做同款 工作就用美篇工作版","img_beautify_switch":0,"ad_free":0,"text_direction":1,"template":{"id":9096,"series_id":18,"theme_id":18},"container":{},"redirect":{"redirect_type":1,"img_url":false,"link_url":"/wap/downloadpage/backpage","button_bg_color":false,"button_desc":false,"redirect_desc":false},"edit_date_str":"更新于 2021-11-25","current_time":1743749052,"font_name":"","rcmd_meipian":0,"hide_article_link":0,"from_wechat":false,"topk_keywords":[{"name":"评价","score":0.215474},{"name":"能力","score":0.177896},{"name":"学生","score":0.160256},{"name":"数学","score":0.156531},{"name":"老师","score":0.144403},{"name":"逻辑推理","score":0.085973},{"name":"课堂教学","score":0.08522},{"name":"教学","score":0.083875},{"name":"讲座","score":0.081918},{"name":"思维","score":0.075473}],"music_name":"","origin_status":0,"password_v2":"","font_id":0,"title_style":"","rich_text_title":"","enable_download":1,"cover_thumb":"https://ss-mpvolc.meipian.me/users/5999191/8bcbaa1b56c049f89be86a62f57e6921__jpeg.heic","has_video":false,"gift_switch":1,"enable_watermark":1,"content":{"article_id":306498395,"content":[{"img_height":720,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/8bcbaa1b56c049f89be86a62f57e6921__jpeg.heic","img_width":1284,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS84YmNiYWExYjU2YzA0OWY4OWJlODZhNjJmNTdlNjkyMV9fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"
11月23日,初冬的阳光中,浦口区实验学校惠童园迎来了南京市小学数学能力评价项目组的专家和研究团队的老师们。在南京市小学数学教研员陈静老师的引领下,团队致力基于核心素养的数学能力评价题的创造性编写、课堂教学运用、学生能力提升的研究,今天的两个微讲座和两节课堂教学将展示项目组的阶段性成果。
参加本次活动的有中国数学教育界最有影响力的学者郑毓信教授、南京市晓庄学院刘娟娟教授、南京市小学数学教研员陈静特级老师,还有来自各区的教研员和项目组核心成员。
","type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"本次活动由两个微讲和两节课堂教学展示,以及专家的引领三个部分组成。
","type":1},{"img_height":722,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/ff5d2cab416b4c329616aac2020abfff__jpeg.heic","img_width":1268,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS9mZjVkMmNhYjQxNmI0YzMyOTYxNmFhYzIwMjBhYmZmZl9fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source_platform":"local","subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"微讲座","type":6},{"img_height":718,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/29d25f35c1fb40f693a7ccd32650745d__jpeg.heic","img_width":1156,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS8yOWQyNWYzNWMxZmI0MGY2OTNhN2NjZDMyNjUwNzQ1ZF9fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"首先,由来自六合区实验小学的张寿兰老师给大家带来微讲座:《研究能力评价,培养罗辑推理》。张老师从一道“逻辑推理”能力测试题的实测分析开启她今天的讲座。
聚焦“逻辑推理”,研究能力评价题。她从一个个实实在在的题目入手和在场的每一位教师分享一些有趣的逻辑推理题。对餐厅菜单编排、影院小奖品设立、王大伯种梨树等这样鲜活的题目细致分析,聚焦蕴含其中的逻辑推理。
借助能力评价,推理逻辑思维的培养。
1.严谨细致的分析——积累逻辑推理经验。
2.有理有据的表达——培养逻辑推理的思维习惯。
3.合情合理地推理——促进逻辑思维的高水平发展。
最后,张老师谈到课堂实践中关注学生的关键能力、评价维度、学生的能力发展水平,探索践行课堂教学中的“能力评价”。
","type":1},{"img_height":1440,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/4a917e8dc2044b388976132caf646b3d__jpeg.heic","img_width":1920,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS80YTkxN2U4ZGMyMDQ0YjM4ODk3NjEzMmNhZjY0NmIzZF9fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"第二个微讲座是南京审计大学附属学校的冯怀勇老师带来的《小学数学能力评价练习题的设计与思考》。
","type":1},{"img_height":720,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/072c5cf353d74e62a00203a4a4014ee1__jpeg.heic","img_width":1270,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS8wNzJjNWNmMzUzZDc0ZTYyYTAwMjAzYTRhNDAxNGVlMV9fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"
讲座之初,冯老师给大家提出两个问题:“如何有效实施核心素养指向下的关键能力评价?”“怎样设计关键能力评价下的课堂练习?”问题的提出点燃了众多老师思考和探究的火花。具体内容从以下三点展开:评价教学高起点、素养指向趋多元、重点要求练思维。
","type":1},{"img_height":710,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/bec63515ca6c4a58ab4c14eb7fb35f63__jpeg.heic","img_width":1268,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS9iZWM2MzUxNWNhNmM0YTU4YWI0YzE0ZWI3ZmIzNWY2M19fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"教师应认识到关键能力评价的起点定得过低,将直接影响学生思维发展的进程。
转变观念。教师要能转变“课堂练习活动一定是从最基本的、最低水平的评价题开始”的观念,要能认识到课堂中练习活动应基于新知教学,且所确立的起点水平要高于例题所提出的能力要求。
深入探究。教师要能组织学生深入展开探究活动,将教学中的一般水平的问题解决掉。
形成坡度。教师要能建立“探究新知教学”和“课堂练习教学”间的认知坡度,进而推高关键能力评价的起点。
","type":1},{"img_height":714,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/74a9ff00237c4fadab755b01f2c7fcb0__jpeg.heic","img_width":1276,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS83NGE5ZmYwMDIzN2M0ZmFkYWI3NTViMDFmMmM3ZmNiMF9fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"分析。教师可以通过分析教学目标和教材内容,从中发现和寻找新的能力考察点。
改造。教师要能对教材中的一些习题加以改造,进而形成不同的关键能力考察点。
开发。教师要能结合自身的教学经验,自主开发出一些能考察学生多元数学能力的评价题。
","type":1},{"img_height":1440,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/1c41199364284d89872bbc2393d92939__jpeg.heic","img_width":1920,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS8xYzQxMTk5MzY0Mjg0ZDg5ODcyYmJjMjM5M2Q5MjkzOV9fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"研究讨论的时光总是短暂的,在当前“双减”环境下,小学数学如何设计练习、如何引发学生思维、培养学生数学素养是一个值得老师们深思研究的问题,讲座的分享给我们一种解决思路的借鉴,也期待更多优秀老师的经验、思考的分享。
","type":1},{"source_platform":"local","subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"课堂教学","type":6},{"img_height":1620,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/047fefa7a4024253ab34a9a14800431e__jpeg.heic","img_width":2160,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS8wNDdmZWZhN2E0MDI0MjUzYWIzNGE5YTE0ODAwNDMxZV9fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"第1节课堂教学展示是郑寿宝老师执教的《解决问题的策略——从条件想起》。
","type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"郑老师的本节课从谈话中开始,让孩子们介绍自己,从孩子们的体育爱好说起,学校积极响应国家政策,为了激励孩子们体育锻炼,从奖励标准来学习本节课。
首先在自主探究环节,先给出4条信息,请学生来整理信息,排序,这也培养了学生的获取信息、分析信息、整理信息的能力。
接下来请学生自己提出问题并且解决问题,体现出核心素养中数学建模的思想。学生作品丰富,有提出不同问题,有同一个问题用了不同的方法,列举法,列式法等。通过师生交流,生生交流,是同学们认识到解决自己提出的问题都要从条件想起。
能力评价一和能力评价二从两个不同的方向让学生深刻体会了从条件想起解决问题的策略。课外延伸也对学习能力提出了更好的要求,培养了学生的逻辑推理能力。
","type":1},{"img_height":1440,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/b8fe968b11f84cc387ac37084afd2a6a__jpeg.heic","img_width":1920,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS9iOGZlOTY4YjExZjg0Y2MzODdhYzM3MDg0YWZkMmE2YV9fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"郑老师创造性的整合教学资源,精妙的设计,丰富的语言,及时奖励评价等,在教学评优化上给我们做出了很好的示范。
","type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"第2节课堂教学展示是华松老师执教的《长方体和正方体练习课》。
","type":1},{"img_height":2000,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/ae20fe90ec494482b4f10616f98872dc__jpeg.heic","img_width":2000,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS9hZTIwZmU5MGVjNDk0NDgyYjRmMTA2MTZmOTg4NzJkY19fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"1.重视问题的真实性,发展量感;
华老师出示能力评价1的长方体,让学生基于条件自己提问题,当学生自己编题:“假设这是一个鱼缸”时,华老师立刻捕捉这个细节:请你用手比划一下,这个长方体多大?这可能是一个鱼缸吗?提醒学生提问题要贴近真实情况!同样,出示评价2的正方体时,华老师让学生伸手比划一下这个正方体大约有多大,看似不经意的几句话,实际就紧紧贴住“真实感受”去时刻关注培养学生的“量感”,真是细致又细心!
","type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"2.启发学生多维思考,发散思维。
能力评价2中,华老师并不止步于让学生列出正方体表面积,体积等计算过程。“我来连”让人眼前一亮,暗暗叫绝!算式中6×6可以和哪幅图相关联呢?这就让学生从抽象回到具体的图中去回忆,算式各部分表示的意义,摆脱了以往的纯练习,借助直观的图形,让学生兴致盎然,跃跃欲试,思维有抓手,表达更畅快!
","type":1},{"img_height":1440,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/abfed7e2346e4a75be8f622790d4fdf7__jpeg.heic","img_width":1920,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS9hYmZlZDdlMjM0NmU0YTc1YmU4ZjYyMjc5MGQ0ZmRmN19fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"3.调动学生全面考虑,挖掘推理能力。
最后的“油漆匠”“收纳师”环节,更是带动了一个小高潮,孩子们充分调动自己的想法:可以左边贴墙摆!可以右边贴墙摆!可以顶着天花板!可以扣个凹槽,推进去!兴趣驱动思考,思考推进想象,这难道不比硬生生让孩子求立体图形表面积,侧面积有趣得多?
","type":1},{"img_height":1440,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/ae7131fafee549fda32b21f8d5a8ba15__jpeg.heic","img_width":1920,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS9hZTcxMzFmYWZlZTU0OWZkYTMyYjIxZjhkNWE4YmExNV9fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"华老师的练习课,真令人回味无穷。
","type":1},{"source_platform":"local","subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"专家引领","type":6},{"img_height":2000,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/ab17cbd24d3e4bd3a9b5e9a9856aad6b__jpeg.heic","img_width":2666,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS9hYjE3Y2JkMjRkM2U0YmQzYTliNWU5YTk4NTZhYWQ2Yl9fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"郑教授认为本次活动非常成功,对能力评价题的研究,让当下数学老师的教学不再“单纯”。郑教授高屋建瓴而又接地气的讲座让老师们有“听君一席话,胜读十年书”的感觉。
郑老从让思维内在显性化谈起,建议教师们在数学教学中画数学、说数学、做数学、连数学。
画数学是让思维外化和可视化,可以画草图、画解决问题的进程图、甚至概念图等等。
说数学指说清楚数学中蕴含的道理,要理清楚再说,同时说的时候注意比较。
做数学的目的是以做促思,通过做进行实践从而解决问题。
连数学是要有单元整体的观念,通过问题串和大任务引领,把思维引向深入。
“化繁为简,放慢节奏,通过指向思维发展的研究题目的设计,真正减负增效。”郑老的谆谆教诲,让参会的老师茅塞顿开。
","type":1},{"img_height":378,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/cae70500c80241aca7dd236b6e44fbfb__jpeg.heic","img_width":652,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS9jYWU3MDUwMGM4MDI0MWFjYTdkZDIzNmI2ZTQ0ZmJmYl9fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"刘教授主要是针对两个讲座给项目组的老师们指明了方向。课堂中能力评价题的设计意义重大,微讲一中聚焦逻辑推理能力题的设计,是让儿童深入参与到有意思、有意义、有价值的课堂学习活动中;微讲二中对教材所呈现的课堂练习设计的有效整合提升,是基于关键能力评价下创造性的使用教材的思考与实践,评价的起点指向学生思维的走向。
","type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"最后,江苏省特级教师、南京市小学数学教研员陈静老师对本次活动进行了总结。
","type":1},{"img_height":1010,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/afa04ec0d6bf4857ac57e0fd4da0a1ee__jpeg.heic","img_width":1506,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS9hZmEwNGVjMGQ2YmY0ODU3YWM1N2UwZmQ0ZGEwYTFlZV9fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"陈特认为各区能力评价核心团队研究的方向明确,成果已经初步显示。今天的活动展示和郑教授的肯定,让项目组持续研究的信心进一步增强,也让我们的研究目标更加明确——能力评价题的研究应当指向学生思维的发展。
","type":1},{"img_height":650,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/0e59da93de0342959cb56b277294176b__jpeg.heic","img_width":786,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS8wZTU5ZGE5M2RlMDM0Mjk1OWNiNTZiMjc3Mjk0MTc2Yl9fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"在“双减”背景下,课堂如何减负增效,减什么又增什么?课堂能力评价的研究就是一个非常好的突破口,减了作业和练习题的量,增了评价题的内涵价值,提升学生的数学学科素养。
“善歌者,使人继其声,善教者,使人继其志。其言也,约而达,微而臧,罕譬而喻,可谓继志矣。”
——《礼记·学记》
11月23日,初冬的阳光中,浦口区实验学校惠童园迎来了南京市小学数学能力评价项目组的专家和研究团队的老师们。在南京市小学数学教研员陈静老师的引领下,团队致力基于核心素养的数学能力评价题的创造性编写、课堂教学运用、学生能力提升的研究,今天的两个微讲座和两节课堂教学将展示项目组的阶段性成果。
参加本次活动的有中国数学教育界最有影响力的学者郑毓信教授、南京市晓庄学院刘娟娟教授、南京市小学数学教研员陈静特级老师,还有来自各区的教研员和项目组核心成员。
","type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"本次活动由两个微讲和两节课堂教学展示,以及专家的引领三个部分组成。
","type":1},{"img_height":722,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/ff5d2cab416b4c329616aac2020abfff__jpeg.heic","img_width":1268,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS9mZjVkMmNhYjQxNmI0YzMyOTYxNmFhYzIwMjBhYmZmZl9fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source_platform":"local","subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"微讲座","type":6},{"img_height":718,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/29d25f35c1fb40f693a7ccd32650745d__jpeg.heic","img_width":1156,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS8yOWQyNWYzNWMxZmI0MGY2OTNhN2NjZDMyNjUwNzQ1ZF9fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"首先,由来自六合区实验小学的张寿兰老师给大家带来微讲座:《研究能力评价,培养罗辑推理》。张老师从一道“逻辑推理”能力测试题的实测分析开启她今天的讲座。
聚焦“逻辑推理”,研究能力评价题。她从一个个实实在在的题目入手和在场的每一位教师分享一些有趣的逻辑推理题。对餐厅菜单编排、影院小奖品设立、王大伯种梨树等这样鲜活的题目细致分析,聚焦蕴含其中的逻辑推理。
借助能力评价,推理逻辑思维的培养。
1.严谨细致的分析——积累逻辑推理经验。
2.有理有据的表达——培养逻辑推理的思维习惯。
3.合情合理地推理——促进逻辑思维的高水平发展。
最后,张老师谈到课堂实践中关注学生的关键能力、评价维度、学生的能力发展水平,探索践行课堂教学中的“能力评价”。
","type":1},{"img_height":1440,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/4a917e8dc2044b388976132caf646b3d__jpeg.heic","img_width":1920,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS80YTkxN2U4ZGMyMDQ0YjM4ODk3NjEzMmNhZjY0NmIzZF9fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"第二个微讲座是南京审计大学附属学校的冯怀勇老师带来的《小学数学能力评价练习题的设计与思考》。
","type":1},{"img_height":720,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/072c5cf353d74e62a00203a4a4014ee1__jpeg.heic","img_width":1270,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS8wNzJjNWNmMzUzZDc0ZTYyYTAwMjAzYTRhNDAxNGVlMV9fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"
讲座之初,冯老师给大家提出两个问题:“如何有效实施核心素养指向下的关键能力评价?”“怎样设计关键能力评价下的课堂练习?”问题的提出点燃了众多老师思考和探究的火花。具体内容从以下三点展开:评价教学高起点、素养指向趋多元、重点要求练思维。
","type":1},{"img_height":710,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/bec63515ca6c4a58ab4c14eb7fb35f63__jpeg.heic","img_width":1268,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS9iZWM2MzUxNWNhNmM0YTU4YWI0YzE0ZWI3ZmIzNWY2M19fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"教师应认识到关键能力评价的起点定得过低,将直接影响学生思维发展的进程。
转变观念。教师要能转变“课堂练习活动一定是从最基本的、最低水平的评价题开始”的观念,要能认识到课堂中练习活动应基于新知教学,且所确立的起点水平要高于例题所提出的能力要求。
深入探究。教师要能组织学生深入展开探究活动,将教学中的一般水平的问题解决掉。
形成坡度。教师要能建立“探究新知教学”和“课堂练习教学”间的认知坡度,进而推高关键能力评价的起点。
","type":1},{"img_height":714,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/74a9ff00237c4fadab755b01f2c7fcb0__jpeg.heic","img_width":1276,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS83NGE5ZmYwMDIzN2M0ZmFkYWI3NTViMDFmMmM3ZmNiMF9fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"分析。教师可以通过分析教学目标和教材内容,从中发现和寻找新的能力考察点。
改造。教师要能对教材中的一些习题加以改造,进而形成不同的关键能力考察点。
开发。教师要能结合自身的教学经验,自主开发出一些能考察学生多元数学能力的评价题。
","type":1},{"img_height":1440,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/1c41199364284d89872bbc2393d92939__jpeg.heic","img_width":1920,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS8xYzQxMTk5MzY0Mjg0ZDg5ODcyYmJjMjM5M2Q5MjkzOV9fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"研究讨论的时光总是短暂的,在当前“双减”环境下,小学数学如何设计练习、如何引发学生思维、培养学生数学素养是一个值得老师们深思研究的问题,讲座的分享给我们一种解决思路的借鉴,也期待更多优秀老师的经验、思考的分享。
","type":1},{"source_platform":"local","subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"课堂教学","type":6},{"img_height":1620,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/047fefa7a4024253ab34a9a14800431e__jpeg.heic","img_width":2160,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS8wNDdmZWZhN2E0MDI0MjUzYWIzNGE5YTE0ODAwNDMxZV9fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"第1节课堂教学展示是郑寿宝老师执教的《解决问题的策略——从条件想起》。
","type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"郑老师的本节课从谈话中开始,让孩子们介绍自己,从孩子们的体育爱好说起,学校积极响应国家政策,为了激励孩子们体育锻炼,从奖励标准来学习本节课。
首先在自主探究环节,先给出4条信息,请学生来整理信息,排序,这也培养了学生的获取信息、分析信息、整理信息的能力。
接下来请学生自己提出问题并且解决问题,体现出核心素养中数学建模的思想。学生作品丰富,有提出不同问题,有同一个问题用了不同的方法,列举法,列式法等。通过师生交流,生生交流,是同学们认识到解决自己提出的问题都要从条件想起。
能力评价一和能力评价二从两个不同的方向让学生深刻体会了从条件想起解决问题的策略。课外延伸也对学习能力提出了更好的要求,培养了学生的逻辑推理能力。
","type":1},{"img_height":1440,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/b8fe968b11f84cc387ac37084afd2a6a__jpeg.heic","img_width":1920,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS9iOGZlOTY4YjExZjg0Y2MzODdhYzM3MDg0YWZkMmE2YV9fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"郑老师创造性的整合教学资源,精妙的设计,丰富的语言,及时奖励评价等,在教学评优化上给我们做出了很好的示范。
","type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"第2节课堂教学展示是华松老师执教的《长方体和正方体练习课》。
","type":1},{"img_height":2000,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/ae20fe90ec494482b4f10616f98872dc__jpeg.heic","img_width":2000,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS9hZTIwZmU5MGVjNDk0NDgyYjRmMTA2MTZmOTg4NzJkY19fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"1.重视问题的真实性,发展量感;
华老师出示能力评价1的长方体,让学生基于条件自己提问题,当学生自己编题:“假设这是一个鱼缸”时,华老师立刻捕捉这个细节:请你用手比划一下,这个长方体多大?这可能是一个鱼缸吗?提醒学生提问题要贴近真实情况!同样,出示评价2的正方体时,华老师让学生伸手比划一下这个正方体大约有多大,看似不经意的几句话,实际就紧紧贴住“真实感受”去时刻关注培养学生的“量感”,真是细致又细心!
","type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"2.启发学生多维思考,发散思维。
能力评价2中,华老师并不止步于让学生列出正方体表面积,体积等计算过程。“我来连”让人眼前一亮,暗暗叫绝!算式中6×6可以和哪幅图相关联呢?这就让学生从抽象回到具体的图中去回忆,算式各部分表示的意义,摆脱了以往的纯练习,借助直观的图形,让学生兴致盎然,跃跃欲试,思维有抓手,表达更畅快!
","type":1},{"img_height":1440,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/abfed7e2346e4a75be8f622790d4fdf7__jpeg.heic","img_width":1920,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS9hYmZlZDdlMjM0NmU0YTc1YmU4ZjYyMjc5MGQ0ZmRmN19fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"3.调动学生全面考虑,挖掘推理能力。
最后的“油漆匠”“收纳师”环节,更是带动了一个小高潮,孩子们充分调动自己的想法:可以左边贴墙摆!可以右边贴墙摆!可以顶着天花板!可以扣个凹槽,推进去!兴趣驱动思考,思考推进想象,这难道不比硬生生让孩子求立体图形表面积,侧面积有趣得多?
","type":1},{"img_height":1440,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/ae7131fafee549fda32b21f8d5a8ba15__jpeg.heic","img_width":1920,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS9hZTcxMzFmYWZlZTU0OWZkYTMyYjIxZjhkNWE4YmExNV9fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"华老师的练习课,真令人回味无穷。
","type":1},{"source_platform":"local","subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"专家引领","type":6},{"img_height":2000,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/ab17cbd24d3e4bd3a9b5e9a9856aad6b__jpeg.heic","img_width":2666,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS9hYjE3Y2JkMjRkM2U0YmQzYTliNWU5YTk4NTZhYWQ2Yl9fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"郑教授认为本次活动非常成功,对能力评价题的研究,让当下数学老师的教学不再“单纯”。郑教授高屋建瓴而又接地气的讲座让老师们有“听君一席话,胜读十年书”的感觉。
郑老从让思维内在显性化谈起,建议教师们在数学教学中画数学、说数学、做数学、连数学。
画数学是让思维外化和可视化,可以画草图、画解决问题的进程图、甚至概念图等等。
说数学指说清楚数学中蕴含的道理,要理清楚再说,同时说的时候注意比较。
做数学的目的是以做促思,通过做进行实践从而解决问题。
连数学是要有单元整体的观念,通过问题串和大任务引领,把思维引向深入。
“化繁为简,放慢节奏,通过指向思维发展的研究题目的设计,真正减负增效。”郑老的谆谆教诲,让参会的老师茅塞顿开。
","type":1},{"img_height":378,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/cae70500c80241aca7dd236b6e44fbfb__jpeg.heic","img_width":652,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS9jYWU3MDUwMGM4MDI0MWFjYTdkZDIzNmI2ZTQ0ZmJmYl9fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"刘教授主要是针对两个讲座给项目组的老师们指明了方向。课堂中能力评价题的设计意义重大,微讲一中聚焦逻辑推理能力题的设计,是让儿童深入参与到有意思、有意义、有价值的课堂学习活动中;微讲二中对教材所呈现的课堂练习设计的有效整合提升,是基于关键能力评价下创造性的使用教材的思考与实践,评价的起点指向学生思维的走向。
","type":1},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"最后,江苏省特级教师、南京市小学数学教研员陈静老师对本次活动进行了总结。
","type":1},{"img_height":1010,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/afa04ec0d6bf4857ac57e0fd4da0a1ee__jpeg.heic","img_width":1506,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS9hZmEwNGVjMGQ2YmY0ODU3YWM1N2UwZmQ0ZGEwYTFlZV9fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"陈特认为各区能力评价核心团队研究的方向明确,成果已经初步显示。今天的活动展示和郑教授的肯定,让项目组持续研究的信心进一步增强,也让我们的研究目标更加明确——能力评价题的研究应当指向学生思维的发展。
","type":1},{"img_height":650,"img_url":"https://ss-mpvolc.meipian.me/users/5999191/0e59da93de0342959cb56b277294176b__jpeg.heic","img_width":786,"source":0,"source_platform":"local","splicing_template_id":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNTk5OTE5MS8wZTU5ZGE5M2RlMDM0Mjk1OWNiNTZiMjc3Mjk0MTc2Yl9fanBlZy5oZWlj/nickname/5aWL6L-b5Lit55qE5rWm5a6e/userid/NTk5OTE5MQ==/sign/3196d60921a8194f5790ee7410676892"},{"source":0,"source_platform":"local","splicing_template_id":0,"text":"在“双减”背景下,课堂如何减负增效,减什么又增什么?课堂能力评价的研究就是一个非常好的突破口,减了作业和练习题的量,增了评价题的内涵价值,提升学生的数学学科素养。
“善歌者,使人继其声,善教者,使人继其志。其言也,约而达,微而臧,罕譬而喻,可谓继志矣。”
——《礼记·学记》