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第一节课《1000以内数的认识》:廖老师整体教学设计层层递进,核心问题精准到位,很好地激发学生的思考并逐步引导学生进入深度学习。教学中通过数数感受十进制,点线面体构建了“十进制”模型,在最后总结时凸显了知识、方法、思维的结构化。建议:感知10个百是一千的过程可以稍微放缓慢一些,连续旧知经验“满十进一”,多让孩子拨一拨计数器,说一说道理,充分感知10个百是一千,从已有的知识迁移建构新的认知结构。
第二节课《植树问题》:林老师巧妙的将植树问题的三种情况融合在一个连续的情境里来呈现,设计大胆、新颖。通过让学生选用模型和画图来探究栽树的棵数和间隔数之间的关系,经历猜想、验证、结论、应用等数学探索的过程,并启发学生透过现象发现其中的规律,建立数学模型,再利用规律回归生活,解决生活实际问题。最后联系已有知识,进行结构关联,梳理出按规律解决问题一类课的学习方法。建议:在一课中同时建立三种模型对老师来说有一定的挑战性,对学生而言也具有一定的难度。因此三种模型可以有所侧重,在重点研究两端都种的情况下,积累知识经验、建立模型。之后再放手让学生探究另外两种情况,这样会更加事半功倍。
","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/108922509/c57e6860-538e-11ec-b350-9f28136e6683__jpg.heic","img_width":1200,"sale_price":"0.00","sell_key":"e278a6174b80edcd69388d61f2a8da80","source_platform":"local","text":"四、表彰优秀促前行","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"sale_price":"0.00","sell_key":"9323f0181703620b44e5a66d21dbc40d","source_platform":"local","text":" 本次研讨活动的尾声进行了2020——2021学年度工作室优秀研修成员的表彰。由黄校长及四位导师给优秀研修成员颁奖。","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/108922509/378aba30-538f-11ec-b350-9f28136e6683__jpg.heic","img_width":1200,"sale_price":"0.00","sell_key":"08cd0219531b97866ae63153af5a168f","source_platform":"local","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/108922509/738de2f0-538f-11ec-b350-9f28136e6683__jpg.heic","img_width":1200,"sale_price":"0.00","sell_key":"f669f10ddd7cdc377cd498f3733a42fb","source_platform":"local","text":" 最后黄校长介绍了本年度工作室活动的计划安排,勉励所有研修成员在平时的教学和研讨中要多思、多悟,积极主动学习,不断提高自己的专业能力水平。“星空不问赶路人,岁月不负有心人。”教研之路道阻且长,但相信在名师团队的引领下,我们能一路欣赏,一路采撷。一路吐蕊,一路芬芳。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"sale_price":"0.00","sell_key":"9323f0181703620b44e5a66d21dbc40d","source_platform":"local","text":"
撰稿人:林嫣
审稿人:黄莲花
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初冬暖意浓,教研意正浓。2021年11月30日,黄莲花名师工作室第15次教学研讨(即送教下乡)活动在厦门市海沧区东瑶学校举行。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":902,"img_url":"https://ss-mpvolc.meipian.me/users/108922509/88c791f0-538c-11ec-b350-9f28136e6683__jpg.heic","img_width":1200,"sale_price":"0.00","sell_key":"3d431428b66033358ae8ce187c7958c5","source_platform":"local","text":"一、结构课堂展风采","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"sale_price":"0.00","sell_key":"9323f0181703620b44e5a66d21dbc40d","source_platform":"local","text":" 第一节课由来自厦门市文安小学的廖莉莉老师所执教的《1000以内数的认识》。廖老师通过估大方块里有几个小方块的猜测活动激活学生的认知、知识经验。接着在数方块的活动中让学生感受新的计数单位“千”产生的必要性。在“10个一行、10行一面、10面一体”的过程中引发“点线面体”的程序思维,并初识“满十进一”的位值制和进位制。在借助计数器进行数数的活动中,突出数学的本质--用计数单位去数,同时形象转化拐弯数的难点,又让“满十进一”这一思维进入一个形式阶段,构建了“十进制”的模型,而读数、写数也悄然融入在活动的过程中。最后教师借助有趣的“射击游戏”和“拨珠活动”,呈现知识、认知、思维的循环,巩固了“数的组成”“位值制”,提升了兴趣。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":2188,"img_url":"https://ss-mpvolc.meipian.me/users/108922509/a421b790-538d-11ec-b350-9f28136e6683__jpg.heic","img_width":1200,"sale_price":"0.00","sell_key":"daa9993194b051cf982c845997ea8f5d","source_platform":"local","text":" 第二节课由来自厦门市集美区碧溪小学的林嫣老师执教的《植树问题》。有别于以往《植树问题》的教学,此次林老师对情境进行了大胆的创设,以问题情境为载体,将教材中三种不同类型的植树问题整合到了一起,让学生同时来探究三种不同情况下棵数和间隔数之间的关系,并运用规律解决生活中的问题。教学设计上林老师呈现了让学生在生活中找间隔——在操作中找方法——在方法中找规律——在规律中学运用几个环节。让学生经历猜想、验证等数学探索的过程,感受“一一对应”和“数形结合”的数学思想,并启发学生透过现象发现其中的规律,建立数学模型,再利用规律回归生活,解决生活实际问题。使学生经历生活数学化,数学生活化的全过程。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":2188,"img_url":"https://ss-mpvolc.meipian.me/users/108922509/fd763780-538d-11ec-b350-9f28136e6683__jpg.heic","img_width":1200,"sale_price":"0.00","sell_key":"d0de60d5271548a4ce60bf5029a2eb77","source_platform":"local","text":"二、精彩讲座促提升","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"sale_price":"0.00","sell_key":"9323f0181703620b44e5a66d21dbc40d","source_platform":"local","text":" 接下来周小青老师《以核心问题为抓手 促进数学整体建构》为题向大家带来了一场干货满满的讲座。周老师结合自身以往的教学经验,梳理了小学数学十二册书中四大块的课程内容,勾连了相关知识点间的联系,呈现出清晰的脉络与完备的结构。周老师指出整体性教学是小学数学教学的理性回归与突围。整体性教学超越了单元教学,它以“类知识”“类结构”作为载体、支撑。整体性教学真正实现了教师“有深度的教”以及学生“有深度的学”。整体性教学,有效地提升了学生的数学学习力,发展了学生的数学核心素养。","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"img_height":2034,"img_url":"https://ss-mpvolc.meipian.me/users/108922509/74231380-538e-11ec-b350-9f28136e6683__jpg.heic","img_width":1200,"sale_price":"0.00","sell_key":"0c485e4838dbbccda3c2367a618b4d2e","source_platform":"local","text":"三、互动评课共成长","text_center":0,"text_color":0,"text_large":0,"text_strong":0,"type":1},{"sale_price":"0.00","sell_key":"9323f0181703620b44e5a66d21dbc40d","source_platform":"local","text":" 短暂的休息后,在黄莲花校长的主持下,听课老师们分小组进行评课。笛卡尔说过:“最有价值的知识是关于方法的知识,我们教师不是要在课堂上教给学生多少知识,而是要教给学生获得知识的方法。”大家对两位开课老师呈现的精彩课堂及在教学中注重学习方法的指导给予了肯定,同时也提出了自己的建议。撰稿人:林嫣
审稿人:黄莲花
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