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沾衣欲湿杏花雨,吹面不寒杨柳风。时光流转,盛事如约。在这春意渐浓的日子里,我们迎来了山东省教科院组织的基于数学文化的小学数学课堂教学研讨会!
","type":1},{"audio_music_id":0,"img_height":554,"img_size":118,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/2be2e802d8e8a020a93e9e80272b89eb__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi8yYmUyZTgwMmQ4ZThhMDIwYTkzZTllODAyNzJiODllYl9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"source":0,"text":"
4月1日—2日,山东省召开基于数学文化的小学数学课堂教学研讨会。我市数学老师们齐聚线上,共同参加了此次培训。精彩的课例,恰到好处的点评,值得借鉴的经验,让我们受益颇深。
","type":1},{"audio_music_id":0,"img_height":430,"img_size":50,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/5aee7b31b4fd61fcafddc8b0477e08a0__jpg.heic","img_width":800,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi81YWVlN2IzMWI0ZmQ2MWZjYWZkZGM4YjA0NzdlMDhhMF9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"source":0,"text":"徐主任向我们阐述了数学文化是指数学的思想、精神、语言、方法、观点,以及它们的形成和发展。数学具有科学与人文的双重学科性质和精神价值,数学教育绝不仅仅是数学知识与技能的教育,更是数学文化的教育。《普通高中数学课程标准(2017版)》中明确指出学生要“认识数学的科学价值、应用价值、文化价值和审美价值”。因此我需要我们从文化的视角再认识、理解数学,进而审视原来我们熟悉的教学内容,数学教学为学生的一生可持续发展服务。
","type":1},{"audio_music_id":0,"img_height":450,"img_size":56,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/082f4188cb1353221902e9e2c71a250c__jpg.heic","img_width":800,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi8wODJmNDE4OGNiMTM1MzIyMTkwMmU5ZTJjNzFhMjUwY19fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"source":0,"text":"【4月1日上午课例展示】
1.烟台市蓬莱区第二实验小学迟辉老师带来的《小数的意义》。
本节课迟老师通过“数”入手,借助数轴进行探索,在此环节教师充分放手让学生自主探索0.32,汇报时教师有效引导,一问一答中逐步深入,让学生通过不断地“数“发现十分之一、百分之一、千分之一等小数计数单位。通过介绍刘徽,让学生了解小数的由来,充实了学生对小数认识。最后让学生感受生活中小数,体会数学来源于生活、应用于生活。整节课水到渠成,数着数着就认识了小数,数学文化的渗透有效开拓了学生视野,提高了学生的学习兴趣,有效促进学生的全面发展。
","type":1},{"audio_music_id":0,"img_height":900,"img_size":100,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/30fded3029dc2f68d59eaa40c63bb900__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi8zMGZkZWQzMDI5ZGMyZjY4ZDU5ZWFhNDBjNjNiYjkwMF9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"img_height":474,"img_size":66,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/658d4566cf6b83364558d1b797611997__jpg.heic","img_width":856,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi82NThkNDU2NmNmNmI4MzM2NDU1OGQxYjc5NzYxMTk5N19fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"img_height":484,"img_size":87,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/df717c0b7f4da362483f406bf2d4b1b0__jpg.heic","img_width":808,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi9kZjcxN2MwYjdmNGRhMzYyNDgzZjQwNmJmMmQ0YjFiMF9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"img_height":900,"img_size":100,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/795037e4f8a3e94c6f56a572ccd715e5__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi83OTUwMzdlNGY4YTNlOTRjNmY1NmE1NzJjY2Q3MTVlNV9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"source":0,"text":"2.烟台市芝罘区吕领先老师执教《质数和合数》
吕老师课堂上组织了三次数学游戏,分别是:第一次游戏:教师规定了长方形的面积的数据是8和12,学生初步感受长方形的个数与表示长方形面积数应该有点儿关系;第二次游戏:学生利用较小的数据4--9自主设计游戏,学生清晰发现两者真的有关系;第三次游戏:学生利用较大的数据10--20再次设计游戏,学生不仅明确了两者的关系,并且弄清了质数和合数的本质属性。吕老师整节课通过做游戏的方式,引导学生全程探究,兴趣盎然。
","type":1},{"audio_music_id":0,"img_height":450,"img_size":59,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/b2041d5032ddd4f5dcc1cb9dd20d2190__jpg.heic","img_width":800,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi9iMjA0MWQ1MDMyZGRkNGY1ZGNjMWNiOWRkMjBkMjE5MF9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"img_height":450,"img_size":92,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/d4f30c50964a8ac1246eb1b1f9141498__jpg.heic","img_width":800,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi9kNGYzMGM1MDk2NGE4YWMxMjQ2ZWIxYjFmOTE0MTQ5OF9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"img_height":450,"img_size":68,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/9536e021cfe5159e28f3cf50e7f31315__jpg.heic","img_width":800,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi85NTM2ZTAyMWNmZTUxNTllMjhmM2NmNTBlN2YzMTMxNV9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"source":0,"text":"3.淄博市张店区张楠老师执教《可能性》
本节课张老师通过三次活动带领学生感受可能性。活动一:感受确定、不确定现象,让学生感受从猜测到判断再到表达的过程;活动二:感受等可能性,从模糊感觉到数据推断,从感受随机到发现规律;活动三:感受可能性的大小,从初步感觉到强烈体验,最后到发现关系,引导学生层层递进探究可能性。
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烟台市蓬莱经济开发区王晓妮老师以《凸显数学文化,实现意义建构》为主题对本课进行点评,她提到整节课教师始终围绕计数单位和十进制,借助一条数轴带学生深入理解小数的本质,在此过程中让学生感悟数学文化的精髓。整节课的教学设计体现在以下三个方面:一是以“计数单位”为核心,培养学生的“数感”;二是以“数轴”为载体,感悟数学思想;三是以“十进制”为主线,感悟中国古代数学文化。
烟台市芝罘区张靖老师点评《质数和合数》一课,张老师提到:学生学习质数和合数的感受、思路和方法将直接影响到未来学习数论更多相关问题的态度和方法,因此这个内容的教学对学生来说是十分重要的。这节课主要有以下三方面的突破:突破了质数和合数比较抽象的问题;突破了质数和合数“容易被孤立”的问题;突破了质数和合数“缺乏温度”的问题。三次游戏、三次递进式的体验,学生经历了发现问题、进行推理、解决问题、得出新结论、解决新问题的过程,多角度感受了数学的魅力。
山东省小学数学兼职教研员于华静老师做《数学文化教学促进学生数学核心素养发展教学案例分析》报告,从教材内容分析、教材中的数学文化分析、教材中的数学核心素养培养点分析三方面对《小数的意义》和《质数与合数》两节课进行解读。
山东省特级教师王永胜老师做《让学生感受随机想象,发展其数据分析意识——基于数学文化‘可能性’课例点评》,王老师分别从课标要求、教材解读、学情分析、课堂评析、整体赏析5个方面展开交流。
","type":1},{"audio_music_id":0,"source":0,"text":"【4月1日下午课例展示】
1.济南市甸柳第一小学李君昌老师执教《观察物体三》
李老师通过手影游戏导入新课,激发了学生的学习兴趣,也感受到了传统文化的魅力。引导学生经历观察—想象—验证—推理—总结的过程,在动手操作中,提炼观察物体的方法,培养学生自主探究的能力、有序思考的思维习惯,通过拓展延伸,进一步培养学生求真求实的理性精神。
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本节课是一节复习课,综合小学阶段所有的度量单位,李老师充分将知识进行整合,使知识更加系统化。通过长度单位的历史引入,较好的激发了学生的兴趣,让学生不但体会到知识来源,更让数学具有生长性。引导学生逐步深入探究,“如果没有了单位会怎样?”通过这样一个问题引导学生从度量的世界看现实世界,让学生体会度量在人类生活、科技、社会发展中的应用价值,养成科学的理性精神。
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山东省特级教师、山东省小学数学兼职教研员刘万元老师做主题为《借助数学游戏,发展空间观念——以<观察物体>为例》的报告,刘老师从教材分析、学情分析、教材中的数学文化分析、教材中的数学核心素养培养点分析四方面充分肯定了李老师的课堂教学,并提出了两个问题供老师们思考,第一是如何更充分的放手给学生,第二是能不能引入一些现实情境,让学生更好的体会数学与生活的联系。
山东省兼职教研员谷翠翠老师做《基于数学文化的小学数学教学“新理解”和“新样态”——以“度量”大单元为例》报告,分别从基于数学文化的小学数学教学研究背景、基于数学文化的小学数学教学的“新理解”、基于数学文化的小学数学教学的“新样态”三方面进行分享和交流。
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1.临沂市罗庄区教育和体育局陈雪丽老师执教《点阵中的规律》
陈老师的课借助学生学过的图形和数字,引出“形”和“美”,借助毕达哥拉斯学派数学家们摆石子的故事,巧妙的引出点阵,将形与数对应起来。学生通过不同角度的观察点阵图与算式,找到了它们之间的关系,建立了函数模型。学生在探索感悟中体会到以形助数的直观生动性,并从不同角度进行探索解决生活中问题。
","type":1},{"audio_music_id":0,"img_height":554,"img_size":131,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/26e9c54b1c88f861b04a436b818552da__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi8yNmU5YzU0YjFjODhmODYxYjA0YTQzNmI4MTg1NTJkYV9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"img_height":554,"img_size":132,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/257956430db6dac0ae35cb3eded9f21a__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi8yNTc5NTY0MzBkYjZkYWMwYWUzNWNiM2VkZWQ5ZjIxYV9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"img_height":554,"img_size":145,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/a29f1ee06adffc2fdc65459e999b9fe9__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi9hMjlmMWVlMDZhZGZmYzJmZGM2NTQ1OWU5OTliOWZlOV9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"source":0,"text":"2.聊城市高新技术产业开发区第二实验小学时杉执教《商不变的规律》
时老师的课堂通过“观察—猜想—验证—得出结论”的研究方法,引导学生逐步完善商不变的性质,培养了学生自主发现、抽象概括、语言表达能力,体现了学生的主体性和主动性。时老师在教学中渗透举反例证明的教学思维方法。
","type":1},{"audio_music_id":0,"img_height":554,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/479a499d37aea86991e3783a9837ca04__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi80NzlhNDk5ZDM3YWVhODY5OTFlMzc4M2E5ODM3Y2EwNF9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"img_height":624,"img_size":83,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/480567c380879776e6b39bdabbb93812__jpg.heic","img_width":1116,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi80ODA1NjdjMzgwODc5Nzc2ZTZiMzliZGFiYmI5MzgxMl9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"source":0,"text":"3.威海经济技术开发区皇冠小学董亮老师执教《解决问题》
董老师的课堂借用学生身边熟悉的问题情景建立连乘问题结构的核心,探索出连乘算式与实际问题的联结,在学生互动交流中分解算式的含义,展露学生的思维过程,借助“神秘队形”让学生经历“从数到形”的逆向思维。
","type":1},{"audio_music_id":0,"img_height":1802,"img_size":197,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/d9c7942acf712e94233e96900cb72706__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi9kOWM3OTQyYWNmNzEyZTk0MjMzZTk2OTAwY2I3MjcwNl9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"img_height":554,"img_size":152,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/9ba0dd0f10f70c970720e47246608727__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi85YmEwZGQwZjEwZjcwYzk3MDcyMGU0NzI0NjYwODcyN19fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"source":0,"text":"【4月2日下午课例展示】
1.青岛市北区实验小学于伟超老师执教《用字母表示数》。
于老师的课堂通过创设节水情景,让学生在真实的情境中体会用字母表示数的重要性。课堂中渗透符号意识、模型思想、推理意识等数学方法,并注重德育渗透。
","type":1},{"audio_music_id":0,"img_height":594,"img_size":96,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/277c8d50e590c3f4b4b45cd8a9da22a4__jpg.heic","img_width":1080,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi8yNzdjOGQ1MGU1OTBjM2Y0YjRiNDVjZDhhOWRhMjJhNF9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"img_height":546,"img_size":112,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/57f5ff84367aad38921423b121a57e7d__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi81N2Y1ZmY4NDM2N2FhZDM4OTIxNDIzYjEyMWE1N2U3ZF9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"img_height":546,"img_size":153,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/9d31b9a1a26b7c72aa407a19f628447a__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi85ZDMxYjlhMWEyNmI3YzcyYWE0MDdhMTlmNjI4NDQ3YV9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"source":0,"text":"2.泰安市泰山区上高街道办事处小井小学赵晓兵老师执教《用字母表示数》
赵老师用存钱导入新知,存钱活动的设计分为三个层次:第一层,用具体的数表示钱数;第二层,用字母表示不确定的量;第三层,用含有字母的式子表示不确定的量。赵老师课堂环节的设计让学生经历了用字母表示数的过程,感受字母表示数的简洁美和概括性。
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1.以思想方法为“根”。变中不变的思想。
2.发现归纳为“本”。
3.以研究路线路“线”。
这样精彩的课例无不渗透着浓厚的数学文化。
","type":1},{"audio_music_id":0,"img_height":676,"img_size":130,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/951aa9f64e601c071a21813ae3c548ab__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi85NTFhYTlmNjRlNjAxYzA3MWEyMTgxM2FlM2M1NDhhYl9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"img_height":1200,"img_size":209,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/5c9709013a57620e01b9a81f44d0b92f__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi81Yzk3MDkwMTNhNTc2MjBlMDFiOWE4MWY0NGQwYjkyZl9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"source":0,"text":"特殊时期的线上学习阻挡不了各位老师学习的热情,我市数学教师认真倾听,详细记录,边学边思,汲取借鉴。
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","type":1},{"audio_music_id":0,"img_height":1200,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/f4637254fbeaababc40a774fff5c25b6__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi9mNDYzNzI1NGZiZWFhYmFiYzQwYTc3NGZmZjVjMjViNl9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"img_height":1200,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/892c541e5e64c4454cace342a3965478__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi84OTJjNTQxZTVlNjRjNDQ1NGNhY2UzNDJhMzk2NTQ3OF9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"source":0,"text":"“泰山不拒细壤,故能成其高;江海不择细流,故能就其深。”作为一名教师,只有不断学习,才能以更加自信的姿态和饱满的热情站上三尺讲台!
\"知人者智,自知者明。胜人者有力,自胜者强。”我们青州市全体数学教师栉风沐雨,勠力同心,心有猛虎,细嗅蔷薇,数学人钻研的精神在传承,一条条教学探索之路在继续。
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","type":1},{"audio_music_id":0,"img_height":554,"img_size":118,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/2be2e802d8e8a020a93e9e80272b89eb__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi8yYmUyZTgwMmQ4ZThhMDIwYTkzZTllODAyNzJiODllYl9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"source":0,"text":"
4月1日—2日,山东省召开基于数学文化的小学数学课堂教学研讨会。我市数学老师们齐聚线上,共同参加了此次培训。精彩的课例,恰到好处的点评,值得借鉴的经验,让我们受益颇深。
","type":1},{"audio_music_id":0,"img_height":430,"img_size":50,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/5aee7b31b4fd61fcafddc8b0477e08a0__jpg.heic","img_width":800,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi81YWVlN2IzMWI0ZmQ2MWZjYWZkZGM4YjA0NzdlMDhhMF9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"source":0,"text":"徐主任向我们阐述了数学文化是指数学的思想、精神、语言、方法、观点,以及它们的形成和发展。数学具有科学与人文的双重学科性质和精神价值,数学教育绝不仅仅是数学知识与技能的教育,更是数学文化的教育。《普通高中数学课程标准(2017版)》中明确指出学生要“认识数学的科学价值、应用价值、文化价值和审美价值”。因此我需要我们从文化的视角再认识、理解数学,进而审视原来我们熟悉的教学内容,数学教学为学生的一生可持续发展服务。
","type":1},{"audio_music_id":0,"img_height":450,"img_size":56,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/082f4188cb1353221902e9e2c71a250c__jpg.heic","img_width":800,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi8wODJmNDE4OGNiMTM1MzIyMTkwMmU5ZTJjNzFhMjUwY19fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"source":0,"text":"【4月1日上午课例展示】
1.烟台市蓬莱区第二实验小学迟辉老师带来的《小数的意义》。
本节课迟老师通过“数”入手,借助数轴进行探索,在此环节教师充分放手让学生自主探索0.32,汇报时教师有效引导,一问一答中逐步深入,让学生通过不断地“数“发现十分之一、百分之一、千分之一等小数计数单位。通过介绍刘徽,让学生了解小数的由来,充实了学生对小数认识。最后让学生感受生活中小数,体会数学来源于生活、应用于生活。整节课水到渠成,数着数着就认识了小数,数学文化的渗透有效开拓了学生视野,提高了学生的学习兴趣,有效促进学生的全面发展。
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吕老师课堂上组织了三次数学游戏,分别是:第一次游戏:教师规定了长方形的面积的数据是8和12,学生初步感受长方形的个数与表示长方形面积数应该有点儿关系;第二次游戏:学生利用较小的数据4--9自主设计游戏,学生清晰发现两者真的有关系;第三次游戏:学生利用较大的数据10--20再次设计游戏,学生不仅明确了两者的关系,并且弄清了质数和合数的本质属性。吕老师整节课通过做游戏的方式,引导学生全程探究,兴趣盎然。
","type":1},{"audio_music_id":0,"img_height":450,"img_size":59,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/b2041d5032ddd4f5dcc1cb9dd20d2190__jpg.heic","img_width":800,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi9iMjA0MWQ1MDMyZGRkNGY1ZGNjMWNiOWRkMjBkMjE5MF9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"img_height":450,"img_size":92,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/d4f30c50964a8ac1246eb1b1f9141498__jpg.heic","img_width":800,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi9kNGYzMGM1MDk2NGE4YWMxMjQ2ZWIxYjFmOTE0MTQ5OF9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"img_height":450,"img_size":68,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/9536e021cfe5159e28f3cf50e7f31315__jpg.heic","img_width":800,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi85NTM2ZTAyMWNmZTUxNTllMjhmM2NmNTBlN2YzMTMxNV9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"source":0,"text":"3.淄博市张店区张楠老师执教《可能性》
本节课张老师通过三次活动带领学生感受可能性。活动一:感受确定、不确定现象,让学生感受从猜测到判断再到表达的过程;活动二:感受等可能性,从模糊感觉到数据推断,从感受随机到发现规律;活动三:感受可能性的大小,从初步感觉到强烈体验,最后到发现关系,引导学生层层递进探究可能性。
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烟台市蓬莱经济开发区王晓妮老师以《凸显数学文化,实现意义建构》为主题对本课进行点评,她提到整节课教师始终围绕计数单位和十进制,借助一条数轴带学生深入理解小数的本质,在此过程中让学生感悟数学文化的精髓。整节课的教学设计体现在以下三个方面:一是以“计数单位”为核心,培养学生的“数感”;二是以“数轴”为载体,感悟数学思想;三是以“十进制”为主线,感悟中国古代数学文化。
烟台市芝罘区张靖老师点评《质数和合数》一课,张老师提到:学生学习质数和合数的感受、思路和方法将直接影响到未来学习数论更多相关问题的态度和方法,因此这个内容的教学对学生来说是十分重要的。这节课主要有以下三方面的突破:突破了质数和合数比较抽象的问题;突破了质数和合数“容易被孤立”的问题;突破了质数和合数“缺乏温度”的问题。三次游戏、三次递进式的体验,学生经历了发现问题、进行推理、解决问题、得出新结论、解决新问题的过程,多角度感受了数学的魅力。
山东省小学数学兼职教研员于华静老师做《数学文化教学促进学生数学核心素养发展教学案例分析》报告,从教材内容分析、教材中的数学文化分析、教材中的数学核心素养培养点分析三方面对《小数的意义》和《质数与合数》两节课进行解读。
山东省特级教师王永胜老师做《让学生感受随机想象,发展其数据分析意识——基于数学文化‘可能性’课例点评》,王老师分别从课标要求、教材解读、学情分析、课堂评析、整体赏析5个方面展开交流。
","type":1},{"audio_music_id":0,"source":0,"text":"【4月1日下午课例展示】
1.济南市甸柳第一小学李君昌老师执教《观察物体三》
李老师通过手影游戏导入新课,激发了学生的学习兴趣,也感受到了传统文化的魅力。引导学生经历观察—想象—验证—推理—总结的过程,在动手操作中,提炼观察物体的方法,培养学生自主探究的能力、有序思考的思维习惯,通过拓展延伸,进一步培养学生求真求实的理性精神。
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本节课是一节复习课,综合小学阶段所有的度量单位,李老师充分将知识进行整合,使知识更加系统化。通过长度单位的历史引入,较好的激发了学生的兴趣,让学生不但体会到知识来源,更让数学具有生长性。引导学生逐步深入探究,“如果没有了单位会怎样?”通过这样一个问题引导学生从度量的世界看现实世界,让学生体会度量在人类生活、科技、社会发展中的应用价值,养成科学的理性精神。
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山东省特级教师、山东省小学数学兼职教研员刘万元老师做主题为《借助数学游戏,发展空间观念——以<观察物体>为例》的报告,刘老师从教材分析、学情分析、教材中的数学文化分析、教材中的数学核心素养培养点分析四方面充分肯定了李老师的课堂教学,并提出了两个问题供老师们思考,第一是如何更充分的放手给学生,第二是能不能引入一些现实情境,让学生更好的体会数学与生活的联系。
山东省兼职教研员谷翠翠老师做《基于数学文化的小学数学教学“新理解”和“新样态”——以“度量”大单元为例》报告,分别从基于数学文化的小学数学教学研究背景、基于数学文化的小学数学教学的“新理解”、基于数学文化的小学数学教学的“新样态”三方面进行分享和交流。
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1.临沂市罗庄区教育和体育局陈雪丽老师执教《点阵中的规律》
陈老师的课借助学生学过的图形和数字,引出“形”和“美”,借助毕达哥拉斯学派数学家们摆石子的故事,巧妙的引出点阵,将形与数对应起来。学生通过不同角度的观察点阵图与算式,找到了它们之间的关系,建立了函数模型。学生在探索感悟中体会到以形助数的直观生动性,并从不同角度进行探索解决生活中问题。
","type":1},{"audio_music_id":0,"img_height":554,"img_size":131,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/26e9c54b1c88f861b04a436b818552da__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi8yNmU5YzU0YjFjODhmODYxYjA0YTQzNmI4MTg1NTJkYV9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"img_height":554,"img_size":132,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/257956430db6dac0ae35cb3eded9f21a__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi8yNTc5NTY0MzBkYjZkYWMwYWUzNWNiM2VkZWQ5ZjIxYV9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"img_height":554,"img_size":145,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/a29f1ee06adffc2fdc65459e999b9fe9__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi9hMjlmMWVlMDZhZGZmYzJmZGM2NTQ1OWU5OTliOWZlOV9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"source":0,"text":"2.聊城市高新技术产业开发区第二实验小学时杉执教《商不变的规律》
时老师的课堂通过“观察—猜想—验证—得出结论”的研究方法,引导学生逐步完善商不变的性质,培养了学生自主发现、抽象概括、语言表达能力,体现了学生的主体性和主动性。时老师在教学中渗透举反例证明的教学思维方法。
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董老师的课堂借用学生身边熟悉的问题情景建立连乘问题结构的核心,探索出连乘算式与实际问题的联结,在学生互动交流中分解算式的含义,展露学生的思维过程,借助“神秘队形”让学生经历“从数到形”的逆向思维。
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1.青岛市北区实验小学于伟超老师执教《用字母表示数》。
于老师的课堂通过创设节水情景,让学生在真实的情境中体会用字母表示数的重要性。课堂中渗透符号意识、模型思想、推理意识等数学方法,并注重德育渗透。
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赵老师用存钱导入新知,存钱活动的设计分为三个层次:第一层,用具体的数表示钱数;第二层,用字母表示不确定的量;第三层,用含有字母的式子表示不确定的量。赵老师课堂环节的设计让学生经历了用字母表示数的过程,感受字母表示数的简洁美和概括性。
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1.以思想方法为“根”。变中不变的思想。
2.发现归纳为“本”。
3.以研究路线路“线”。
这样精彩的课例无不渗透着浓厚的数学文化。
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","type":1},{"audio_music_id":0,"img_height":1200,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/f4637254fbeaababc40a774fff5c25b6__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi9mNDYzNzI1NGZiZWFhYmFiYzQwYTc3NGZmZjVjMjViNl9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"img_height":1200,"img_url":"https://ss-mpvolc.meipian.me/users/6413816/892c541e5e64c4454cace342a3965478__jpg.heic","img_width":1200,"is_origin":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNjQxMzgxNi84OTJjNTQxZTVlNjRjNDQ1NGNhY2UzNDJhMzk2NTQ3OF9fanBnLmhlaWM=/nickname/6LCi5b-X6LaF/userid/NjQxMzgxNg==/sign/c14f4d0089bf93e4eb8c0216ca142a36"},{"audio_music_id":0,"source":0,"text":"“泰山不拒细壤,故能成其高;江海不择细流,故能就其深。”作为一名教师,只有不断学习,才能以更加自信的姿态和饱满的热情站上三尺讲台!
\"知人者智,自知者明。胜人者有力,自胜者强。”我们青州市全体数学教师栉风沐雨,勠力同心,心有猛虎,细嗅蔷薇,数学人钻研的精神在传承,一条条教学探索之路在继续。
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