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为深入学习我省基于数学文化的小学数学课堂教学经验与做法,落实学生数学核心素养。莒县第一实验小学的全体数学老师于4月1日至2日参加了山东省教育科学研究院举办的基于数学文化的小学数学课堂教学研讨会。
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","type":1},{"audio_music_id":0,"img_height":468,"img_url":"https://ss-mpvolc.meipian.me/users/11121314/224104d0-b2f9-11ec-b948-c7dd33b80baf__jpg.heic","img_width":728,"is_origin":false,"source":0,"type":1},{"audio_music_id":0,"img_height":412,"img_url":"https://ss-mpvolc.meipian.me/users/11121314/2d83dca0-b2f9-11ec-b948-c7dd33b80baf__jpg.heic","img_width":662,"is_origin":false,"source":0,"text":"吕领先老师的《质数与合数》课堂,以感悟知识本质属性,提升数学学科核心素养为主题,从数论出发,3次游戏贯穿课堂,第1次游戏让学生初步体会长方形的个数和因数的个数有关,第2次游戏帮助学生验证猜想,第3次游戏引导学生通过分类抽象出质数和合数的本质特征,让知识的学习在游戏中自然发生。
","type":1},{"audio_music_id":0,"img_height":146,"img_url":"https://ss-mpvolc.meipian.me/users/11121314/4228be50-b2f9-11ec-b948-c7dd33b80baf__jpg.heic","img_width":260,"is_origin":false,"source":0,"text":"淄博市张店区实验小学的张楠老师为我们带来了《可能性》一课,以游戏导入,激发学生学习的兴趣,通过摸球这一环节贯穿整堂课。在这堂课上,学生感受到了合作探究的力量,体会到了大数据的重要性,理解了事情不能光看表面,要深入分析才可能得出正确结论。
","type":1},{"audio_music_id":0,"img_height":672,"img_url":"https://ss-mpvolc.meipian.me/users/11121314/49fde6a0-b2f9-11ec-b948-c7dd33b80baf__jpg.heic","img_width":1200,"is_origin":false,"source":0,"text":"下午济南市甸柳第一小学的李君昌老师执教了《观察物体(三)》一课, 她创设学生喜欢的玩手影游戏导入,唤醒学生认知经验,感受传统文化魅力;核心问题引领学生动手操作,提炼方法,培养学生有序思考的思维习惯;借助多媒体技术突破难点。精选练习题进行课堂练习,兼顾不同层次的学生,培养学生求真求实的理性精神。
","type":1},{"audio_music_id":0,"img_height":608,"img_url":"https://ss-mpvolc.meipian.me/users/11121314/55734020-b2f9-11ec-b948-c7dd33b80baf__jpg.heic","img_width":1080,"is_origin":false,"source":0,"text":"滨州市博奥学校李贺蕾老师执教《神奇的度量》一课,这节复习课,李老师借助单位的累加,打通长度单位、面积单位和体积单位的数学本质联系,让孩子们在猜测、验证、调整的探究过程中建立度量意识,在探究中感受度量单位。他注重思想方法的渗透,从长度单位的一维表示方式,过渡到面积单位的二维表示方式,最终形成体积单位的三维表示方式。这里既有将线组成面,也有面组成体的过程,做到有来路,有归途,脉络清晰。
","type":1},{"audio_music_id":0,"source":0,"subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":3,"text":"专家点评","type":6},{"audio_music_id":0,"img_height":1000,"img_url":"https://ss-mpvolc.meipian.me/users/11121314/a1233510-b2fa-11ec-b948-c7dd33b80baf__jpg.heic","img_width":750,"is_origin":false,"source":0,"text":"于华静老师从教材中的知识内容、数学文化、数学核心素养培养点三方面对《小数的意义》《质数和合数》进行了深入点评,让我们明白要不断开发数学文化资源,充分发挥数学史和各领域数学文化内容的育人功能。
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","type":1},{"audio_music_id":0,"img_height":1000,"img_url":"https://ss-mpvolc.meipian.me/users/11121314/d2c6e120-b2fa-11ec-b948-c7dd33b80baf__jpg.heic","img_width":750,"is_origin":false,"source":0,"text":"刘万元老师从教材分析、学情分析、教材中的数学文化、数学核心素养培养点四方面对《观察物体》进行了深入点评,让我们明白立足于促进学生核心素养发展的数学课堂应注重知识之间的联系、学生的直观操作、借助媒体与现代信息技术的力量,及时总结提升。
","type":1},{"audio_music_id":0,"img_height":564,"img_url":"https://ss-mpvolc.meipian.me/users/11121314/e4b862a0-b2fa-11ec-b948-c7dd33b80baf__jpg.heic","img_width":750,"is_origin":false,"source":0,"text":" 谷翠翠老师从基于数学文化的小学数学教学的“新理解”与“新样态”两方面对《神奇的度量》进行了深入点评,让我们明白数学文化引领下的课堂可以让我们站在更广阔的视角来定位、设计或重构一节立足于更好促进学生核心素养发展的数学课堂。","type":1},{"audio_music_id":0,"source":0,"subtitle_align":"center","subtitle_color":"#ffffff","subtitle_font_size":"medium","subtitle_style_id":9,"text":"4月2日","type":6},{"audio_music_id":0,"source":0,"subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":3,"text":"课例观摩","type":6},{"audio_music_id":0,"img_height":604,"img_url":"https://ss-mpvolc.meipian.me/users/11121314/66526740-b2f9-11ec-b948-c7dd33b80baf__jpg.heic","img_width":1080,"is_origin":false,"source":0,"type":1},{"audio_music_id":0,"img_height":618,"img_url":"https://ss-mpvolc.meipian.me/users/11121314/6bb46cb0-b2f9-11ec-b948-c7dd33b80baf__jpg.heic","img_width":1080,"is_origin":false,"source":0,"text":"4月2日上午,陈雪丽老师执教的《点阵中的规律》,借助毕达哥拉斯学派摆石子的故事巧妙引出点阵,让学生更直观地感受数与形,通过对比总结,找出点阵的规律。陈老师尊重学生的课堂主体地位,不断激励学生表达自己,在教学过程中着重培养学生观察,思考,表达的能力。
","type":1},{"audio_music_id":0,"img_height":604,"img_url":"https://ss-mpvolc.meipian.me/users/11121314/7a6c6e10-b2f9-11ec-b948-c7dd33b80baf__jpg.heic","img_width":1080,"is_origin":false,"source":0,"type":1},{"audio_music_id":0,"img_height":608,"img_url":"https://ss-mpvolc.meipian.me/users/11121314/7d71e5e0-b2f9-11ec-b948-c7dd33b80baf__jpg.heic","img_width":1080,"is_origin":false,"source":0,"text":"时衫老师执教的《商不变的规律》以思想方法为“根”,以发现归纳为“本”,以研究路径为“线”贯穿整个课堂。充分放手让学生在观察、探索、比较等活动中去发现规律,在生生交流互动中获取知识,构建数学思想和方法,获得探索规律的基本经验。精准的体现了运动与变化,变中有不变的数学思想。
","type":1},{"audio_music_id":0,"img_height":564,"img_url":"https://ss-mpvolc.meipian.me/users/11121314/d3245fe0-b2f9-11ec-b948-c7dd33b80baf__jpg.heic","img_width":750,"is_origin":false,"source":0,"text":"董亮老师执教的《解决问题》一课“为祖国庆生”的教学情境将数学与生活紧密联系的同时也渗透了爱国情怀。“我与队旗合个影”的队列队形情境也帮助学生数形结合,以亲身经历解释算理算法,有助于提升学生思维的逻辑性、条理性、有序性和周密性。整堂课在深入分析数量关系、独立探索解题思路中增强了学生的创新意识和反思精神。
","type":1},{"audio_music_id":0,"img_height":1000,"img_url":"https://ss-mpvolc.meipian.me/users/11121314/244f55f0-b2fa-11ec-b948-c7dd33b80baf__jpg.heic","img_width":750,"is_origin":false,"source":0,"text":"下午于伟超老师执教了的《用字母表示数》一课,她注重引导学生在解决真实问题中发展推理意识;给学生提供充分的创造符号机会,引领孩子充分体验,培养学生分析、质疑、反思逐步深化理解的能力;同时关注对学生的积极反馈与评价,进行立德树人,落实德育纲要。
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","type":1},{"audio_music_id":0,"source":0,"subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":3,"text":"专家点评","type":6},{"audio_music_id":0,"img_height":564,"img_url":"https://ss-mpvolc.meipian.me/users/11121314/0d525e00-b2fb-11ec-b948-c7dd33b80baf__jpg.heic","img_width":750,"is_origin":false,"source":0,"text":" 陈梅老师从知识内容分析、数学文化分析、数学核心素养培养点分析和数学文化教学促进学生核心素养发展的教学建议四个方面进行了深入点评,让我们明白“一镜串联式”的问题情境可以实现“现实问题”向“数学问题”的深度转化,让问题解决的过程成为留得住的“有思想的知识”。","type":1},{"audio_music_id":0,"img_height":1000,"img_url":"https://ss-mpvolc.meipian.me/users/11121314/2f624eb0-b2fb-11ec-b948-c7dd33b80baf__jpg.heic","img_width":750,"is_origin":false,"source":0,"text":" 郑玲玲老师从数学文化类型、数学核心素养培养点、学情分析和亮点分析对《点阵中的规律》《商不变的性质》两节课进行了深入点评,让我们明白数学文化类型不仅强调数学史、数学与生活、数学与科技、数学与人文艺术,还注重数学的思想、精神、语言、方法和观点。","type":1},{"audio_music_id":0,"img_height":1000,"img_url":"https://ss-mpvolc.meipian.me/users/11121314/44773040-b2fb-11ec-b948-c7dd33b80baf__jpg.heic","img_width":750,"is_origin":false,"source":0,"text":"孙凤武和刘云霞两位老师基于概念历史发展相似性的数学教学角度从研究教材、数学史和课堂三个方面对《用字母表示数》这两节课进行了深入点评,让我们充分明白在小学数学教学中要遵循数学概念产生历史,感悟知识学习的必要性;带领学生了解数学知识发展的过程,培养学生的创新意识。
","type":1},{"audio_music_id":0,"source":0,"text":"春风拂柳叶待裁,春雨浇灌杏苔花。一场别样精彩的“云端”教学研讨活动已圆满结束。本次活动的开展为全省小学数学教师的专业发展和文化教学研究指明了方向。今后我们将以课堂为主阵地,引导学生探索数学文化的精妙,品味数学的魅力,促进学生核心素养落地。
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","type":1},{"audio_music_id":0,"img_height":604,"img_url":"https://ss-mpvolc.meipian.me/users/11121314/7a6c6e10-b2f9-11ec-b948-c7dd33b80baf__jpg.heic","img_width":1080,"is_origin":false,"source":0,"type":1},{"audio_music_id":0,"img_height":608,"img_url":"https://ss-mpvolc.meipian.me/users/11121314/7d71e5e0-b2f9-11ec-b948-c7dd33b80baf__jpg.heic","img_width":1080,"is_origin":false,"source":0,"text":"时衫老师执教的《商不变的规律》以思想方法为“根”,以发现归纳为“本”,以研究路径为“线”贯穿整个课堂。充分放手让学生在观察、探索、比较等活动中去发现规律,在生生交流互动中获取知识,构建数学思想和方法,获得探索规律的基本经验。精准的体现了运动与变化,变中有不变的数学思想。
","type":1},{"audio_music_id":0,"img_height":564,"img_url":"https://ss-mpvolc.meipian.me/users/11121314/d3245fe0-b2f9-11ec-b948-c7dd33b80baf__jpg.heic","img_width":750,"is_origin":false,"source":0,"text":"董亮老师执教的《解决问题》一课“为祖国庆生”的教学情境将数学与生活紧密联系的同时也渗透了爱国情怀。“我与队旗合个影”的队列队形情境也帮助学生数形结合,以亲身经历解释算理算法,有助于提升学生思维的逻辑性、条理性、有序性和周密性。整堂课在深入分析数量关系、独立探索解题思路中增强了学生的创新意识和反思精神。
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