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双减政策要求减轻学生课文负担的同时还要提升教学质量,为使教师们深刻打磨数学课堂,向40分钟的课堂要质量,东官营镇中心小学于2023年4月27日召开“双减背景下提升数学课堂教学环节的有效性”主题教研活动。
孙富有校长、李自刚副校长、中心小学及村小学教学领导、全校40周岁以下青年教师参加了本次教研活动。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"c40c221b5485d8bfb9121c4b18f32110"},"sectionPublished":false,"source":0,"text":"观摩示范课,领略灵动课堂
本次教研活动,聆听了参加工作5年的侯俊莹、张磊两位老师的数学课。两位老师课前的精心准备,深刻地研读教参教材,课堂上巧妙的创设情境,恰当的过渡语言,适时的激励评价,巧妙的环节设置,趣味性的练习设计,呈现了两节高质量的数学课,学生们学的轻松、学的扎实。
侯俊莹老师的课堂
张磊老师的数学课堂
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","type":1},{"audio_music_id":0,"ext":{"unique_id":"712bbb8ff020aed8fbd2dfec0b873e7b"},"img_height":1432,"img_url":"https://ss-mpvolc.meipian.me/users/66193545/1682597458736__jpg.heic","img_width":1074,"is_origin":false,"sectionPublished":false,"source":1,"splicing_template_id":301,"type":1},{"audio_music_id":0,"ext":{"unique_id":"5beec50c719fc0ec27fd4104397f58bc"},"sectionPublished":false,"source":0,"text":"评课研讨,共话教研
谈到教研,课堂教学和课后评课研讨密不可分,两位授课教师认真阐述了设计思路和理念,反思了课堂教学中存在的不足,参会的领导老师们全部参与评课,各抒己见,抱团取暖。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"21bfda6f92c1073d467d35e4490d2cef"},"img_height":1126,"img_url":"https://ss-mpvolc.meipian.me/users/66193545/9cfbf78154441026b9410cec20f7fb33__jpg.heic","img_width":1500,"is_origin":false,"sectionPublished":false,"source":0,"type":1},{"audio_music_id":0,"ext":{"unique_id":"dc9a19b523a2dd14c78fc03262cfeb38"},"img_height":1126,"img_url":"https://ss-mpvolc.meipian.me/users/66193545/8afb1b9871f0e14f4378198178a251d4__jpg.heic","img_width":1500,"is_origin":false,"sectionPublished":false,"source":0,"type":1},{"audio_music_id":0,"ext":{"unique_id":"b65117c8c989edd8d2a4d704969cc7a8"},"img_height":1080,"img_url":"https://ss-mpvolc.meipian.me/users/66193545/1682597804388__jpg.heic","img_width":1080,"is_origin":false,"sectionPublished":false,"source":1,"splicing_template_id":403,"type":1},{"audio_music_id":0,"ext":{"unique_id":"d8fb7137cbc26b54335be526ec5575a2"},"img_height":1080,"img_url":"https://ss-mpvolc.meipian.me/users/66193545/1682597857973__jpg.heic","img_width":1080,"is_origin":false,"sectionPublished":false,"source":1,"splicing_template_id":403,"type":1},{"audio_music_id":0,"ext":{"unique_id":"df2060e520f88077d72f9c9b80dfc3df"},"img_height":1080,"img_url":"https://ss-mpvolc.meipian.me/users/66193545/1682597886612__jpg.heic","img_width":1080,"is_origin":false,"sectionPublished":false,"source":1,"splicing_template_id":403,"type":1},{"audio_music_id":0,"ext":{"unique_id":"e23c597eb3cd8869904b9ce71b94c70d"},"sectionPublished":false,"source":0,"text":"优化教学环节,创设高效课堂
郭兵教研员就“优化教学环节,提升课堂教学有效性”进行了汇报分享。
郭教研结合具体得教学案例从教学环节的有效性入手剖析课堂教学、揭示课堂了教学中的问题、分享了解决问题的策略。
一、发现的问题
1、“课前复习”与“问题情境”进退两难。
目前,我校数学课堂教学环节主要有三种模式:
其一:复习——新课——练习——总结——布置作业;
其二:情境——新课——练习——总结——布置作业;
其三:复习——情境——新课——练习——总结——布置作业。
这三种模式在运用过程中都暴露出了一些问题。第一种模式的主要问题在于两方面:第一,上课开始进行枯燥的“复习”和“提审”式的“提问”,难以调动学生参与课堂学习的积极性;第二,复习铺垫过多,不给学生留出充分的思考、探索、和发现的空间。第二种模式是新课程倡导的一种模式。老师们在课堂上问题主要表现在“情境”不能为“解决问第三种模式,可称为是前两种模式的结合。上课开始先复习,然后再创设情境,复习和情境彼此孤立。这样做的主要问题除了前面提到的“复习”所包含的弊端之外,由于它比前两种模式增加了一个彼此不相干的环节,这样就多挤占了一部分课堂教学时间,往往导致课堂教学任务完不成。题”服务,是“为了情境而情境”。第三种模式,可称为是前两种模式的结合,上课开始先复习,然后再创设情境,复习和情境彼此孤立。
2、小组合作学习“流于形式”
小组合作“流于形式”这样的问题,在我们青年教师的课堂中仍然存在,甚至还很普遍。主要表现是:学生在小组交流时,满足于好的学生说说,基础弱的学生参与度不高,只是做旁观者,成员之间不关注别人的意见,没有真正的交流。
3、“练习”中的“问题”得不到关注。
学生在做练习时,老师比较关注正确答案的揭示。而个别学生错误的做法往往被忽视。不能发现学生的“问题”,不能了解学生的错误认识,就像错误的“根”没有被铲除一样,早晚都会萌发。
针对以上数学课堂存在的问题,郭教研给出了详细的解决策略。
1、正确处理“复习铺垫“与”“创设情境”的关系。
充分利用创设的情境,让学生经历“数学化”的过程,为学生提供一个现实情境,让学生从现实问题中抽象出数学问题,在研究数学问题中建立教学模型,然后应用数学知识解决现实问题。“创设情境”不能偏离数学主题,不能只在“有趣”上下功夫,不能只作为“课题”的引子。好的情境应该具备三个作用:一是激发学生的参与兴趣,二是唤起学生的先前经验,三是生成数学问题。我们倡导“复习铺垫”与“创设情境”整合在一起,相辅相成。在同一情境下复习,在同一情境下抽出要解决的问题,摒弃彼此孤立的作为两个环节出现在一节课上。
2、强化小组合作的“有效性”。
若想学生在小组内有真正的交流,老师需要在以下三个方面下功夫。
第一,选择有交流价值的问题。让学生在小组交流的问题一定是“有难度”个人难以完成的;“有分歧”难以统一的;或是“有多种方法”开放性的问题。
第二,老师对交流的指导要到位。这里说的“到位”,也就是教师对学生的交流不仅要有指导,而且指导要细化为具体的行为上。
第三,重视评价的激励作用。小组交流状态不好的班级,大多对小组合作学习是没有评价的。这样就难调动学生积极地合作。老师要学会充分利用“评价”,促进学生组内的积极合作。要注重小组合作时的适时评价强化组内合作意识。(教师巡视时要适时的评价小组合作的方式、方法等等。)
3、关注“练习”时学生出现的“问题”。
学生认知的疑惑点,对知识掌握混淆点,正是老师指导与讲解的切入点。从学生的迷茫处入手的引导才是有意义的。因此,老师组织学生课堂练习时,不要只关注正确答案的揭示,更要善于发现学生的错误答案。找到错误答案的原因,面对全班学生澄清错误认识。不要只是让“答对的请举手”,更要关注“谁的答案不一样?说一说,你是怎么想的?”要把学生的错误答案作为课堂的生成性资源来利用。
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最后李自刚副校长对本次教研活动进行了总结,李校长强调作为青年教师三样东西——“态度、学习、读书”不能丢,积极端正的工作态度、勤奋好学爱钻研的劲头、多读书善读书的习惯会帮助年轻教师很快速的成长。李校长的讲话明确了我们工作的方向,增强了我们教师成长的信心,为我们提升业务能力,打造高效课堂提供了动力。
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相信东官营镇中心小学在孙富有校长的正确领导下,在全体老师们的共同努力下,我们一定会打造出更多的魅力课堂,更优的高效课堂,在课堂教学中收获精彩!
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孙富有校长、李自刚副校长、中心小学及村小学教学领导、全校40周岁以下青年教师参加了本次教研活动。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"c40c221b5485d8bfb9121c4b18f32110"},"sectionPublished":false,"source":0,"text":"观摩示范课,领略灵动课堂
本次教研活动,聆听了参加工作5年的侯俊莹、张磊两位老师的数学课。两位老师课前的精心准备,深刻地研读教参教材,课堂上巧妙的创设情境,恰当的过渡语言,适时的激励评价,巧妙的环节设置,趣味性的练习设计,呈现了两节高质量的数学课,学生们学的轻松、学的扎实。
侯俊莹老师的课堂
张磊老师的数学课堂
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谈到教研,课堂教学和课后评课研讨密不可分,两位授课教师认真阐述了设计思路和理念,反思了课堂教学中存在的不足,参会的领导老师们全部参与评课,各抒己见,抱团取暖。
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郭兵教研员就“优化教学环节,提升课堂教学有效性”进行了汇报分享。
郭教研结合具体得教学案例从教学环节的有效性入手剖析课堂教学、揭示课堂了教学中的问题、分享了解决问题的策略。
一、发现的问题
1、“课前复习”与“问题情境”进退两难。
目前,我校数学课堂教学环节主要有三种模式:
其一:复习——新课——练习——总结——布置作业;
其二:情境——新课——练习——总结——布置作业;
其三:复习——情境——新课——练习——总结——布置作业。
这三种模式在运用过程中都暴露出了一些问题。第一种模式的主要问题在于两方面:第一,上课开始进行枯燥的“复习”和“提审”式的“提问”,难以调动学生参与课堂学习的积极性;第二,复习铺垫过多,不给学生留出充分的思考、探索、和发现的空间。第二种模式是新课程倡导的一种模式。老师们在课堂上问题主要表现在“情境”不能为“解决问第三种模式,可称为是前两种模式的结合。上课开始先复习,然后再创设情境,复习和情境彼此孤立。这样做的主要问题除了前面提到的“复习”所包含的弊端之外,由于它比前两种模式增加了一个彼此不相干的环节,这样就多挤占了一部分课堂教学时间,往往导致课堂教学任务完不成。题”服务,是“为了情境而情境”。第三种模式,可称为是前两种模式的结合,上课开始先复习,然后再创设情境,复习和情境彼此孤立。
2、小组合作学习“流于形式”
小组合作“流于形式”这样的问题,在我们青年教师的课堂中仍然存在,甚至还很普遍。主要表现是:学生在小组交流时,满足于好的学生说说,基础弱的学生参与度不高,只是做旁观者,成员之间不关注别人的意见,没有真正的交流。
3、“练习”中的“问题”得不到关注。
学生在做练习时,老师比较关注正确答案的揭示。而个别学生错误的做法往往被忽视。不能发现学生的“问题”,不能了解学生的错误认识,就像错误的“根”没有被铲除一样,早晚都会萌发。
针对以上数学课堂存在的问题,郭教研给出了详细的解决策略。
1、正确处理“复习铺垫“与”“创设情境”的关系。
充分利用创设的情境,让学生经历“数学化”的过程,为学生提供一个现实情境,让学生从现实问题中抽象出数学问题,在研究数学问题中建立教学模型,然后应用数学知识解决现实问题。“创设情境”不能偏离数学主题,不能只在“有趣”上下功夫,不能只作为“课题”的引子。好的情境应该具备三个作用:一是激发学生的参与兴趣,二是唤起学生的先前经验,三是生成数学问题。我们倡导“复习铺垫”与“创设情境”整合在一起,相辅相成。在同一情境下复习,在同一情境下抽出要解决的问题,摒弃彼此孤立的作为两个环节出现在一节课上。
2、强化小组合作的“有效性”。
若想学生在小组内有真正的交流,老师需要在以下三个方面下功夫。
第一,选择有交流价值的问题。让学生在小组交流的问题一定是“有难度”个人难以完成的;“有分歧”难以统一的;或是“有多种方法”开放性的问题。
第二,老师对交流的指导要到位。这里说的“到位”,也就是教师对学生的交流不仅要有指导,而且指导要细化为具体的行为上。
第三,重视评价的激励作用。小组交流状态不好的班级,大多对小组合作学习是没有评价的。这样就难调动学生积极地合作。老师要学会充分利用“评价”,促进学生组内的积极合作。要注重小组合作时的适时评价强化组内合作意识。(教师巡视时要适时的评价小组合作的方式、方法等等。)
3、关注“练习”时学生出现的“问题”。
学生认知的疑惑点,对知识掌握混淆点,正是老师指导与讲解的切入点。从学生的迷茫处入手的引导才是有意义的。因此,老师组织学生课堂练习时,不要只关注正确答案的揭示,更要善于发现学生的错误答案。找到错误答案的原因,面对全班学生澄清错误认识。不要只是让“答对的请举手”,更要关注“谁的答案不一样?说一说,你是怎么想的?”要把学生的错误答案作为课堂的生成性资源来利用。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"8a36058958cad2b7e0303ffa141e3653"},"img_height":1126,"img_size":59,"img_url":"https://ss-mpvolc.meipian.me/users/66193545/74714adbec7b5397463e9d44cb4ab616__jpg.heic","img_width":1500,"is_origin":false,"sectionPublished":false,"source":0,"type":1},{"audio_music_id":0,"ext":{"unique_id":"99ef34a12258616062667829db48c38f"},"img_height":1126,"img_size":71,"img_url":"https://ss-mpvolc.meipian.me/users/66193545/fd39b952295eafd9da0513dcedb1d5a1__jpg.heic","img_width":1500,"is_origin":false,"sectionPublished":false,"source":0,"type":1},{"audio_music_id":0,"ext":{"unique_id":"8e0b810d7cd137ae1ebb68e8dbc237c8"},"sectionPublished":false,"source":0,"text":"总结讲话,明确方向
最后李自刚副校长对本次教研活动进行了总结,李校长强调作为青年教师三样东西——“态度、学习、读书”不能丢,积极端正的工作态度、勤奋好学爱钻研的劲头、多读书善读书的习惯会帮助年轻教师很快速的成长。李校长的讲话明确了我们工作的方向,增强了我们教师成长的信心,为我们提升业务能力,打造高效课堂提供了动力。
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相信东官营镇中心小学在孙富有校长的正确领导下,在全体老师们的共同努力下,我们一定会打造出更多的魅力课堂,更优的高效课堂,在课堂教学中收获精彩!
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