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立足新课标 践行新理念 做好引路人
——尖草坪区第二实验小学校教师新课标培训
","enable_download":1,"cover_thumb":"https://static2.ivwen.com/users/11179655/0927ed50be9946d5a3a10905d5f2ac6f.jpg-thumb2","has_video":false,"gift_switch":1,"enable_watermark":1,"content":{"article_id":343605783,"content":[{"audio_music_id":0,"source":0,"text":"盛夏刚过,秋意渐浓。
白露时节,水月相逢。
2022年,教师与新课标相逢。
2022年,是新课改实施第三个十年的开局之年,是义务教育阶段新课标再次修订颁布、实施之年,更是实施“双减”、推进“双减”、优化“双减”的深化之年。
为了使全体教师领会2022版新课标修订的指导思想、原则及具体修订内容,落实“双减”背景下课堂教学改革,打造高效课堂,线上线下相结合,组织开展了全体教师的新课标培训活动。
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","type":1},{"audio_music_id":0,"img_height":1080,"img_url":"https://ss-mpvolc.meipian.me/users/11179655/1662717731823__jpg.heic","img_width":1080,"is_origin":false,"source":1,"splicing_template_id":305,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTExNzk2NTUvMTY2MjcxNzczMTgyM19fanBnLmhlaWM=/nickname/6I2J5Z2q/userid/MTExNzk2NTU=/sign/524c0c46d3f68d019ba1b500dcb620e0"},{"audio_music_id":0,"source":0,"text":"成老师的幽默风趣拉近了学习的距离,成老师的典型课例拉近了课标的距离。深入浅出、通俗易懂的解读,明确地告诉了我们,只有让核心素养落地,才能真正落实课标要求。
","type":1},{"audio_music_id":0,"img_height":1440,"img_url":"https://ss-mpvolc.meipian.me/users/11179655/1662715713138__jpg.heic","img_width":1080,"is_origin":false,"source":1,"splicing_template_id":502,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTExNzk2NTUvMTY2MjcxNTcxMzEzOF9fanBnLmhlaWM=/nickname/6I2J5Z2q/userid/MTExNzk2NTU=/sign/524c0c46d3f68d019ba1b500dcb620e0"},{"audio_music_id":0,"source":0,"text":"核心素养导向既是课标研制工作的主线,也是课标文本的主旋律。数学课程着力培养学生“三会”:会用数学的眼光观察现实世界、会用数学的思维思考现实世界、会用数学的语言表达现实世界。核心素养又具有整体性、一致性和阶段性,不同阶段具有不同的表现。小学阶段侧重于对经验的感悟,主要表现为数感、量感、符号意识、运算能力、几何直观、空间观念、推理意识、数据意识、模型意识、应用意识和创新意识;初中阶段侧重于对概念的理解。
","type":1},{"audio_music_id":0,"img_height":1080,"img_url":"https://ss-mpvolc.meipian.me/users/11179655/1662715774015__jpg.heic","img_width":1080,"is_origin":false,"source":1,"splicing_template_id":306,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTExNzk2NTUvMTY2MjcxNTc3NDAxNV9fanBnLmhlaWM=/nickname/6I2J5Z2q/userid/MTExNzk2NTU=/sign/524c0c46d3f68d019ba1b500dcb620e0"},{"audio_music_id":0,"source":0,"text":"成老师指出,“数学意识”的形成是一种基于经验的感悟,是学生通过多次参与某种数学活动,逐步形成的对活动特征、过程与操作方法的感性认识,其中既有感知的成分,又有思维的成分,其特点是具体化、个性化与波动性。我们要改变传统的灌输式教学,注重知行合一、学思结合,探索“做中学,用中学”,鼓励学生用各种直观的手段和多样化的表达方式进行新知的学习,帮助学生感悟数学的思想方法,沟通数学知识和方法之间的联系,促进他们对数学的理解,从而达成对数学结论一致性的认同。成老师以《小数的意义》以及《分数除以整数》这些经典课例为例,深入浅出的讲解了在探寻算理、寻求计算方法的过程当中,直观这种手段的巧妙运用;同时对于小学低、中、高段的巧妙过渡与衔接,也作出示范与铺垫。
","type":1},{"audio_music_id":0,"img_height":1440,"img_url":"https://ss-mpvolc.meipian.me/users/11179655/1662717853397__jpg.heic","img_width":1080,"is_origin":false,"source":1,"splicing_template_id":601,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTExNzk2NTUvMTY2MjcxNzg1MzM5N19fanBnLmhlaWM=/nickname/6I2J5Z2q/userid/MTExNzk2NTU=/sign/524c0c46d3f68d019ba1b500dcb620e0"},{"audio_music_id":0,"source":0,"text":"成老师指出,新课程标准的重要变化之一是增加了学业质量要求和考试命题的要求。要建立教育的良性生态,在以标定教的前提下,以教定考,以考促教,实现教学评一体,实现命题立意的迭代发展,由知识立意转向能力立意,转向素养立意;改革命题的观念,提升命题的水平,从而重塑考试的形象,用好考试指挥棒的作用。他还强调,教师要具备命题能力和读题能力,应将命题素养提升内容纳入学校的常规教研工作;加强常规考试的教学诊断、教学改进功能,提升结果的使用水平;加强对考试、对试卷的分析与评估,发挥导向作用,推进我们的教学改革。他以太原市2021-2022学年五年级数学期末质量检测试卷为例,进行了具体的分析与讲解。
","type":1},{"audio_music_id":0,"img_height":1440,"img_url":"https://ss-mpvolc.meipian.me/users/11179655/1662717890128__jpg.heic","img_width":1080,"is_origin":false,"source":1,"splicing_template_id":201,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTExNzk2NTUvMTY2MjcxNzg5MDEyOF9fanBnLmhlaWM=/nickname/6I2J5Z2q/userid/MTExNzk2NTU=/sign/524c0c46d3f68d019ba1b500dcb620e0"},{"audio_music_id":0,"source":0,"text":"新学期、新课标、新形式;新理念、新目标、新内容;新思想、新时代、新要求。教学无止境,教育任重道远。立足新课标,践行新理念,做好引路人。今后,我们将积极探索单元整体教学、任务群设计和大概念教学,开展主题化、项目式学习等新的教学活动;明确教学内容和教学活动的素养要求,主动改革教学过程和教学方法,探索多样化的教学方式;认真研究学生,了解学生的学习特点和认知风格,因材施教,不断摸索、不断努力、不断创新。
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白露时节,水月相逢。
2022年,教师与新课标相逢。
2022年,是新课改实施第三个十年的开局之年,是义务教育阶段新课标再次修订颁布、实施之年,更是实施“双减”、推进“双减”、优化“双减”的深化之年。
为了使全体教师领会2022版新课标修订的指导思想、原则及具体修订内容,落实“双减”背景下课堂教学改革,打造高效课堂,线上线下相结合,组织开展了全体教师的新课标培训活动。
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","type":1},{"audio_music_id":0,"img_height":1080,"img_url":"https://ss-mpvolc.meipian.me/users/11179655/1662717731823__jpg.heic","img_width":1080,"is_origin":false,"source":1,"splicing_template_id":305,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTExNzk2NTUvMTY2MjcxNzczMTgyM19fanBnLmhlaWM=/nickname/6I2J5Z2q/userid/MTExNzk2NTU=/sign/524c0c46d3f68d019ba1b500dcb620e0"},{"audio_music_id":0,"source":0,"text":"成老师的幽默风趣拉近了学习的距离,成老师的典型课例拉近了课标的距离。深入浅出、通俗易懂的解读,明确地告诉了我们,只有让核心素养落地,才能真正落实课标要求。
","type":1},{"audio_music_id":0,"img_height":1440,"img_url":"https://ss-mpvolc.meipian.me/users/11179655/1662715713138__jpg.heic","img_width":1080,"is_origin":false,"source":1,"splicing_template_id":502,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTExNzk2NTUvMTY2MjcxNTcxMzEzOF9fanBnLmhlaWM=/nickname/6I2J5Z2q/userid/MTExNzk2NTU=/sign/524c0c46d3f68d019ba1b500dcb620e0"},{"audio_music_id":0,"source":0,"text":"核心素养导向既是课标研制工作的主线,也是课标文本的主旋律。数学课程着力培养学生“三会”:会用数学的眼光观察现实世界、会用数学的思维思考现实世界、会用数学的语言表达现实世界。核心素养又具有整体性、一致性和阶段性,不同阶段具有不同的表现。小学阶段侧重于对经验的感悟,主要表现为数感、量感、符号意识、运算能力、几何直观、空间观念、推理意识、数据意识、模型意识、应用意识和创新意识;初中阶段侧重于对概念的理解。
","type":1},{"audio_music_id":0,"img_height":1080,"img_url":"https://ss-mpvolc.meipian.me/users/11179655/1662715774015__jpg.heic","img_width":1080,"is_origin":false,"source":1,"splicing_template_id":306,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTExNzk2NTUvMTY2MjcxNTc3NDAxNV9fanBnLmhlaWM=/nickname/6I2J5Z2q/userid/MTExNzk2NTU=/sign/524c0c46d3f68d019ba1b500dcb620e0"},{"audio_music_id":0,"source":0,"text":"成老师指出,“数学意识”的形成是一种基于经验的感悟,是学生通过多次参与某种数学活动,逐步形成的对活动特征、过程与操作方法的感性认识,其中既有感知的成分,又有思维的成分,其特点是具体化、个性化与波动性。我们要改变传统的灌输式教学,注重知行合一、学思结合,探索“做中学,用中学”,鼓励学生用各种直观的手段和多样化的表达方式进行新知的学习,帮助学生感悟数学的思想方法,沟通数学知识和方法之间的联系,促进他们对数学的理解,从而达成对数学结论一致性的认同。成老师以《小数的意义》以及《分数除以整数》这些经典课例为例,深入浅出的讲解了在探寻算理、寻求计算方法的过程当中,直观这种手段的巧妙运用;同时对于小学低、中、高段的巧妙过渡与衔接,也作出示范与铺垫。
","type":1},{"audio_music_id":0,"img_height":1440,"img_url":"https://ss-mpvolc.meipian.me/users/11179655/1662717853397__jpg.heic","img_width":1080,"is_origin":false,"source":1,"splicing_template_id":601,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTExNzk2NTUvMTY2MjcxNzg1MzM5N19fanBnLmhlaWM=/nickname/6I2J5Z2q/userid/MTExNzk2NTU=/sign/524c0c46d3f68d019ba1b500dcb620e0"},{"audio_music_id":0,"source":0,"text":"成老师指出,新课程标准的重要变化之一是增加了学业质量要求和考试命题的要求。要建立教育的良性生态,在以标定教的前提下,以教定考,以考促教,实现教学评一体,实现命题立意的迭代发展,由知识立意转向能力立意,转向素养立意;改革命题的观念,提升命题的水平,从而重塑考试的形象,用好考试指挥棒的作用。他还强调,教师要具备命题能力和读题能力,应将命题素养提升内容纳入学校的常规教研工作;加强常规考试的教学诊断、教学改进功能,提升结果的使用水平;加强对考试、对试卷的分析与评估,发挥导向作用,推进我们的教学改革。他以太原市2021-2022学年五年级数学期末质量检测试卷为例,进行了具体的分析与讲解。
","type":1},{"audio_music_id":0,"img_height":1440,"img_url":"https://ss-mpvolc.meipian.me/users/11179655/1662717890128__jpg.heic","img_width":1080,"is_origin":false,"source":1,"splicing_template_id":201,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTExNzk2NTUvMTY2MjcxNzg5MDEyOF9fanBnLmhlaWM=/nickname/6I2J5Z2q/userid/MTExNzk2NTU=/sign/524c0c46d3f68d019ba1b500dcb620e0"},{"audio_music_id":0,"source":0,"text":"新学期、新课标、新形式;新理念、新目标、新内容;新思想、新时代、新要求。教学无止境,教育任重道远。立足新课标,践行新理念,做好引路人。今后,我们将积极探索单元整体教学、任务群设计和大概念教学,开展主题化、项目式学习等新的教学活动;明确教学内容和教学活动的素养要求,主动改革教学过程和教学方法,探索多样化的教学方式;认真研究学生,了解学生的学习特点和认知风格,因材施教,不断摸索、不断努力、不断创新。
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