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为了切实降低学生考试压力,教育部印发了《关于加强义务教育学校考试管理》的通知,通知明确提出,学校要保证小学一二年级不布置书面家庭作业,小学一二年级不进行纸笔考试。通知发布后,引发我们一年级数学老师的“热研讨”,根据学校的部署,确保在“双减”背景下减轻学生的课业负担,探索作业设计的有效途径,进一步提升教学质量,一年级数学老师集体对数学作业设计进行了积极探索,在“双减”的背景下的数学特色作业,就要充分体现了“创新减负,快乐学习”的科学育人理念,让学生们不仅体会到生活中处处有数学,更真切感受到数学来源于生活,服务于生活。让他们在挑战中汲取数学智慧,在探索中展现个性风采,这样的作业不仅为孩子们的生活带来乐趣,更重要的是,让每个学生感受到了数学的魅力,体会到知识与生活的深度融合,激发了孩子对学习的兴趣以及对世界的探索的欲望。让作业能“结合”生活之情境,“启迪”学生之思维,“领悟”数学之魅力!
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在双减政策背景下,数学也主张结合现实生活,在作业设计上,原本单一的“作业”可以转向“作品展示”,“一次手工制作的学具”“一个知识点的思维导图的制作”“一个创意的解题思路”,用图画、视频、音频或实物作品记录下来,都可以作为学生巩固知识的作品。
","type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjk2MzIxMzMyLzQ2YmEyMzFkN2MyYjRkNjI2MjQwZDdlNjExODA3MmViX19qcGcuaGVpYw==/nickname/5pmo5pum5Yid6Zyy/userid/Mjk2MzIxMzMy/sign/cc6736212541b9cdfc916850717bcd02"},{"audio_music_id":0,"img_height":1080,"img_url":"https://ss-mpvolc.meipian.me/users/296321332/1639633450840__jpg.heic","img_width":1080,"is_origin":false,"source":1,"splicing_template_id":403,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjk2MzIxMzMyLzE2Mzk2MzM0NTA4NDBfX2pwZy5oZWlj/nickname/5pmo5pum5Yid6Zyy/userid/Mjk2MzIxMzMy/sign/cc6736212541b9cdfc916850717bcd02"},{"audio_music_id":0,"img_height":2610,"img_size":141,"img_url":"https://ss-mpvolc.meipian.me/users/296321332/f15bbadc155906885003c83d26437e0b__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":"一年级全体数学老师在教学研究中探索出了“开口读数学”“讲数学”“背儿歌”“对口令”“生活中找数学”等趣味口头作业形式。
","type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjk2MzIxMzMyL2YxNWJiYWRjMTU1OTA2ODg1MDAzYzgzZDI2NDM3ZTBiX19qcGcuaGVpYw==/nickname/5pmo5pum5Yid6Zyy/userid/Mjk2MzIxMzMy/sign/cc6736212541b9cdfc916850717bcd02"},{"audio_music_id":0,"img_height":1378,"img_url":"https://ss-mpvolc.meipian.me/users/296321332/1638078894666__jpg.heic","img_width":1034,"is_origin":false,"source":1,"splicing_template_id":401,"text":"
美国著名的学习专家爱德加戴尔1946年提出的学习金字塔理论告诉我们,采用不同的学习方式,学习者在两周以后平均学习保持率差距会很大,其中采用“做中学”或“实际演练\",可以达到75%,采用“教别人或者“马上应用”,则可以记住90%的学习内容。由此可见,让孩子在操作活动、在实践中学习是种很效的学习方式,练习巩固也如此。动手操作,让学生做中练,儿童与生俱来的学习方式是亲身体验,实际操作,因此对于低年级的学生来说,摆小棒、搭积木、玩七巧板是数学学习的种有效方法。小棒是一年级学生操作最多的学具, 通过摆小棒练习数的组成,比较数的大小,练习数的计算,让学生明白算理,巩固算法。积木也是小学生很好的学习材料。
比如在学习《认识时间》中可以布置学生在家里观察钟表,借助钟面认识整时。同时初步培养学生珍惜时间,合理安排时间的习惯。
","type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjk2MzIxMzMyLzE2MzgwNzg4OTQ2NjZfX2pwZy5oZWlj/nickname/5pmo5pum5Yid6Zyy/userid/Mjk2MzIxMzMy/sign/cc6736212541b9cdfc916850717bcd02"},{"audio_music_id":0,"img_height":1378,"img_url":"https://ss-mpvolc.meipian.me/users/296321332/1638078806610__jpg.heic","img_width":1034,"is_origin":false,"source":1,"splicing_template_id":601,"text":"在学习《立体图形》后,设计的活动是搭积木,看谁搭得又高又稳,目的是让学生在搭积木的过程中感知不同的立体图形的特征,培养学生的动手能力和创造能力。
","type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjk2MzIxMzMyLzE2MzgwNzg4MDY2MTBfX2pwZy5oZWlj/nickname/5pmo5pum5Yid6Zyy/userid/Mjk2MzIxMzMy/sign/cc6736212541b9cdfc916850717bcd02"},{"audio_music_id":0,"source":0,"text":"每日趣味口算关,课前5分钟口算设计,我们形式多样,有开小火车口答,有个人抢答赛,有男女生竞赛,小组竞赛,笔算,听算等,增加了趣味性,激发性,小朋友们都积极参与锻炼口算能力,从游戏中快乐学,学得快乐。
作业设计的“三有”:设计作业时间有限,设计作业难度有层,设计作业数量有限,促使作业有“三变”:变得有趣、变得有效、变得有营养。根据内容编排及学生年龄特点,集思广益、精心设计作业。必须控制好纸笔作业的总量,要做到少而精,精而有趣,尽量避免出现机械、单调、重复性无效作业或惩罚性作业,尽量缩减一些死记硬背、反复抄写的练习,而作业的设计理应关注后进生、中等生、优等生。所以针对不同层次的学生增加作业的梯度,让每个学生都能体验到成功,让每个学生的积极性得到保护,能力得到展示。例如,在教学“认识数位”一课之后教师就可以设计分层作业。对于学困生可以这样设计:两位数中,每个数位对应数字所表达的意思;对于中等生可以这样设计作业:如“19”,个位上的数是几,表示几个几,十位上的数是几,表示几个几。对于优等生可以这样设计作业:一个两位数,十位上是1,个位上的数比十位上的数大6,这个数是几,与它相邻的数是几和几。这样设计的作业避免了传统数学作业的一刀切,充分体现了“不同的人要在数学上有不同的发展”的新课程理念。书面类作业主要安排在校内完成。与传统的书面作业不同的是,及时记录在数学本上,老师及时跟进,书面只是作业的一个记载,是结果之一,设计精而少的分层练习,及时做及时改。
总之,作业练习只是手段,让学生在课后得到巩固才是最终的目的,为了达到这个目的,作为教师要精细设计课堂作业,做到少而精设计一些既能检测孩子的学习效果,又能培养学生核心素养的创新型综合型的作业,切实减轻学生课业负担,让学生在做中学、乐中学。既让所学知识得到有效巩固,增强作业的有效性,又让“双减”政策落地生花,让孩子们真真正正感受到‘双’政策给他们带来的新变化。
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在双减政策背景下,数学也主张结合现实生活,在作业设计上,原本单一的“作业”可以转向“作品展示”,“一次手工制作的学具”“一个知识点的思维导图的制作”“一个创意的解题思路”,用图画、视频、音频或实物作品记录下来,都可以作为学生巩固知识的作品。
","type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjk2MzIxMzMyLzQ2YmEyMzFkN2MyYjRkNjI2MjQwZDdlNjExODA3MmViX19qcGcuaGVpYw==/nickname/5pmo5pum5Yid6Zyy/userid/Mjk2MzIxMzMy/sign/cc6736212541b9cdfc916850717bcd02"},{"audio_music_id":0,"img_height":1080,"img_url":"https://ss-mpvolc.meipian.me/users/296321332/1639633450840__jpg.heic","img_width":1080,"is_origin":false,"source":1,"splicing_template_id":403,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjk2MzIxMzMyLzE2Mzk2MzM0NTA4NDBfX2pwZy5oZWlj/nickname/5pmo5pum5Yid6Zyy/userid/Mjk2MzIxMzMy/sign/cc6736212541b9cdfc916850717bcd02"},{"audio_music_id":0,"img_height":2610,"img_size":141,"img_url":"https://ss-mpvolc.meipian.me/users/296321332/f15bbadc155906885003c83d26437e0b__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":"一年级全体数学老师在教学研究中探索出了“开口读数学”“讲数学”“背儿歌”“对口令”“生活中找数学”等趣味口头作业形式。
","type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjk2MzIxMzMyL2YxNWJiYWRjMTU1OTA2ODg1MDAzYzgzZDI2NDM3ZTBiX19qcGcuaGVpYw==/nickname/5pmo5pum5Yid6Zyy/userid/Mjk2MzIxMzMy/sign/cc6736212541b9cdfc916850717bcd02"},{"audio_music_id":0,"img_height":1378,"img_url":"https://ss-mpvolc.meipian.me/users/296321332/1638078894666__jpg.heic","img_width":1034,"is_origin":false,"source":1,"splicing_template_id":401,"text":"
美国著名的学习专家爱德加戴尔1946年提出的学习金字塔理论告诉我们,采用不同的学习方式,学习者在两周以后平均学习保持率差距会很大,其中采用“做中学”或“实际演练\",可以达到75%,采用“教别人或者“马上应用”,则可以记住90%的学习内容。由此可见,让孩子在操作活动、在实践中学习是种很效的学习方式,练习巩固也如此。动手操作,让学生做中练,儿童与生俱来的学习方式是亲身体验,实际操作,因此对于低年级的学生来说,摆小棒、搭积木、玩七巧板是数学学习的种有效方法。小棒是一年级学生操作最多的学具, 通过摆小棒练习数的组成,比较数的大小,练习数的计算,让学生明白算理,巩固算法。积木也是小学生很好的学习材料。
比如在学习《认识时间》中可以布置学生在家里观察钟表,借助钟面认识整时。同时初步培养学生珍惜时间,合理安排时间的习惯。
","type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjk2MzIxMzMyLzE2MzgwNzg4OTQ2NjZfX2pwZy5oZWlj/nickname/5pmo5pum5Yid6Zyy/userid/Mjk2MzIxMzMy/sign/cc6736212541b9cdfc916850717bcd02"},{"audio_music_id":0,"img_height":1378,"img_url":"https://ss-mpvolc.meipian.me/users/296321332/1638078806610__jpg.heic","img_width":1034,"is_origin":false,"source":1,"splicing_template_id":601,"text":"在学习《立体图形》后,设计的活动是搭积木,看谁搭得又高又稳,目的是让学生在搭积木的过程中感知不同的立体图形的特征,培养学生的动手能力和创造能力。
","type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMjk2MzIxMzMyLzE2MzgwNzg4MDY2MTBfX2pwZy5oZWlj/nickname/5pmo5pum5Yid6Zyy/userid/Mjk2MzIxMzMy/sign/cc6736212541b9cdfc916850717bcd02"},{"audio_music_id":0,"source":0,"text":"每日趣味口算关,课前5分钟口算设计,我们形式多样,有开小火车口答,有个人抢答赛,有男女生竞赛,小组竞赛,笔算,听算等,增加了趣味性,激发性,小朋友们都积极参与锻炼口算能力,从游戏中快乐学,学得快乐。
作业设计的“三有”:设计作业时间有限,设计作业难度有层,设计作业数量有限,促使作业有“三变”:变得有趣、变得有效、变得有营养。根据内容编排及学生年龄特点,集思广益、精心设计作业。必须控制好纸笔作业的总量,要做到少而精,精而有趣,尽量避免出现机械、单调、重复性无效作业或惩罚性作业,尽量缩减一些死记硬背、反复抄写的练习,而作业的设计理应关注后进生、中等生、优等生。所以针对不同层次的学生增加作业的梯度,让每个学生都能体验到成功,让每个学生的积极性得到保护,能力得到展示。例如,在教学“认识数位”一课之后教师就可以设计分层作业。对于学困生可以这样设计:两位数中,每个数位对应数字所表达的意思;对于中等生可以这样设计作业:如“19”,个位上的数是几,表示几个几,十位上的数是几,表示几个几。对于优等生可以这样设计作业:一个两位数,十位上是1,个位上的数比十位上的数大6,这个数是几,与它相邻的数是几和几。这样设计的作业避免了传统数学作业的一刀切,充分体现了“不同的人要在数学上有不同的发展”的新课程理念。书面类作业主要安排在校内完成。与传统的书面作业不同的是,及时记录在数学本上,老师及时跟进,书面只是作业的一个记载,是结果之一,设计精而少的分层练习,及时做及时改。
总之,作业练习只是手段,让学生在课后得到巩固才是最终的目的,为了达到这个目的,作为教师要精细设计课堂作业,做到少而精设计一些既能检测孩子的学习效果,又能培养学生核心素养的创新型综合型的作业,切实减轻学生课业负担,让学生在做中学、乐中学。既让所学知识得到有效巩固,增强作业的有效性,又让“双减”政策落地生花,让孩子们真真正正感受到‘双’政策给他们带来的新变化。
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