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为全面落实新课标理念,深入推进新课程改革,领会学科核心素养精神,提高课堂教学效率,充分发挥骨干教师的专业引领和示范作用,5月31日上午,密山市教师进修学校小学数学在密山市实验小学开展了“立足新课标,赋能新课堂教学研讨活动。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"80d78145d29ca7b9ed39e7899ccc784d"},"img_height":1706,"img_size":108,"img_url":"https://ss-mpvolc.meipian.me/users/70912440/3a5c099c7a1a56e7faa56c1f09604acd__jpg.heic","img_width":1280,"is_origin":false,"sectionPublished":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNzA5MTI0NDAvM2E1YzA5OWM3YTFhNTZlN2ZhYTU2YzFmMDk2MDRhY2RfX2pwZy5oZWlj/nickname/5a-G5bGx5biC6ZOB6Lev5bCP5a2m/userid/NzA5MTI0NDA=/sign/324c74e76597e195e5bc04dee9383ebc"},{"audio_music_id":0,"ext":{"unique_id":"d6a88cf891242679bd6f1fe04df4abd7"},"sectionPublished":false,"source":0,"text":"一、苔花如米小,不敢妄自息。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"2825e9f2c27fd9bf7b27cf320fe8a737"},"sectionPublished":false,"source":0,"text":"四节精彩的示范课较好地诠释了“整体视角下的深度教学”这一研修主题。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"d4e7c9c4ca945d91d08d317d2bd655c8"},"img_height":1126,"img_size":106,"img_url":"https://ss-mpvolc.meipian.me/users/70912440/edf49ce2ea2748f9738715e33ef9dde8__jpg.heic","img_width":1500,"is_origin":false,"sectionPublished":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNzA5MTI0NDAvZWRmNDljZTJlYTI3NDhmOTczODcxNWUzM2VmOWRkZThfX2pwZy5oZWlj/nickname/5a-G5bGx5biC6ZOB6Lev5bCP5a2m/userid/NzA5MTI0NDA=/sign/324c74e76597e195e5bc04dee9383ebc"},{"audio_music_id":0,"ext":{"unique_id":"5ae4f312a4e26c4836c8ddca982c966a"},"sectionPublished":false,"source":0,"text":"第一节课是密山市实验小学张海蓉老师执教的二年级下册《推理》,逻辑推理对于二年级的学生来说,思维性较强,也较抽象。纯“文字”推理,容易让学生迷糊,失去兴趣。怎样激发孩子的学习欲望?让课堂教学生动、有趣又有效呢?张老师在这节课中,设计了“猜一猜”、“写一写”、“连一连”、“画一画”、“玩一玩”等环节,充分调动学生积极性,让学生在“猜想”中感受,在“活动”中体验,在“游戏”中领悟。整节课学生主动参与,独立思考,设计的问题情境从学生已有的生活经验和知识背景出发,既让学生感悟了新知,又体验到了成功,感受到数学学习的乐趣。体现了“推”出精彩,“理”出方法的教育理念。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"eb062bb2731ea3b4f8c25a69d4373588"},"img_height":1126,"img_size":106,"img_url":"https://ss-mpvolc.meipian.me/users/70912440/3c5affaf308b121f5be86624e548a360__jpg.heic","img_width":1500,"is_origin":false,"sectionPublished":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNzA5MTI0NDAvM2M1YWZmYWYzMDhiMTIxZjViZTg2NjI0ZTU0OGEzNjBfX2pwZy5oZWlj/nickname/5a-G5bGx5biC6ZOB6Lev5bCP5a2m/userid/NzA5MTI0NDA=/sign/324c74e76597e195e5bc04dee9383ebc"},{"audio_music_id":0,"ext":{"unique_id":"d9ad6f647c01f8f5e9d4b7dc927032cd"},"sectionPublished":false,"source":0,"text":"第二节课是逸夫小学王晓梅老师执教的三年级下册《24时计时法》,王老师借助“时间尺”,建构24时模型;妙用“时间尺”,理解两种计时法的关联。借助“时间尺”这一工具,通过猜想、实验、验证的方法,基于学生的经验,展开教学活动,规划统一的探究路径,同时又不束缚学生的思维,让他们展开想象的翅膀,亲历“时间尺”的形成过程,帮助学生建立两种计时法的联系,并把细碎的知识结构化、系统化,形成两种计时法间转化的技能。体现了立足学生现实起点,构造有效数学课堂。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"34db43b9934caf6bd088b0bf47eaa286"},"img_height":1126,"img_size":107,"img_url":"https://ss-mpvolc.meipian.me/users/70912440/db53d8e30ba5929a3727dd933946d20d__jpg.heic","img_width":1500,"is_origin":false,"sectionPublished":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNzA5MTI0NDAvZGI1M2Q4ZTMwYmE1OTI5YTM3MjdkZDkzMzk0NmQyMGRfX2pwZy5oZWlj/nickname/5a-G5bGx5biC6ZOB6Lev5bCP5a2m/userid/NzA5MTI0NDA=/sign/324c74e76597e195e5bc04dee9383ebc"},{"audio_music_id":0,"ext":{"unique_id":"24a3a66d5f3967c29ec6bb03a62c2737"},"sectionPublished":false,"source":0,"text":"第三节课是铁路小学张娟老师执教的四年级下册《平均数》,张老师从学生熟悉的生活情境导入新课,激发学生在“问题串”中思考。“问题串”是数学课堂教学中使学生思维不断深化的有效手段,成串的问题由浅入深、由表及里,为学生思维的提升搭建了一个个必要的阶梯,培养学生深入地思考。循循善诱,让学生能够体会、经历并兴致勃勃地感受着平均数产生的过程。我们在教学中也要养成让学生在追问中思考,在思考中感悟,在感悟中获得,以此来提升学生的数学思维能力。体现了“问中学”“学中有”的教学理念。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"905d77559acff384e69177890057bf08"},"img_height":1126,"img_size":99,"img_url":"https://ss-mpvolc.meipian.me/users/70912440/17cbdeecd2b9f7416a52d41bd365fe0c__jpg.heic","img_width":1500,"is_origin":false,"sectionPublished":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNzA5MTI0NDAvMTdjYmRlZWNkMmI5Zjc0MTZhNTJkNDFiZDM2NWZlMGNfX2pwZy5oZWlj/nickname/5a-G5bGx5biC6ZOB6Lev5bCP5a2m/userid/NzA5MTI0NDA=/sign/324c74e76597e195e5bc04dee9383ebc"},{"audio_music_id":0,"ext":{"unique_id":"4f15a68545b54484ce5a269acda1db47"},"sectionPublished":false,"source":0,"text":"第四节是密山市第七中学韩阳老师执教的五年级下册《折线统计图单元复习课》,韩老师在本课中对学生数据分析观念的培养给老师们留下深刻印象,“探寻数据背后的故事”这个提法也让老师们感觉生动形象。史宁中教授曾说过:“统计教学很重要的是培养孩子们对于数据的感情。”的确,学生喜欢数据了,对数据有感情了,才会愿意走近并走进数据,去探寻数据背后的故事。所以,数据分析观念的培养首先需要“好数据”。好数据激发学生主动探寻的愿望,好问题促使学生的分析走向深刻。好问题,答案不是浮在表面的。好问题,答案是开放多元的。好问题,获得答案的过程是曲折的。好数据,应尽可能贴近学生。数据分析,既是一种方法,也是一种思维,与任何一个知识或一种技能的获得一样,它同样需要学生经历一个充分的学习过程,才能扎实掌握、深刻感悟。设计出好的问题,让学生通过一个曲折的过程去获得答案,这样的目标才能实现。本节课中,韩老师设计的问题特征是非常明显的。“好数据”是载体,“好问题”是驱动。数据分析观念的培养,离不开这两个基本要素。这是老师们听完本课之后最大的心得体会。体现了“问题是载体,运用是驱动”的教学理念。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"775b99e0d79de595c10de802065aef0c"},"img_height":1126,"img_size":106,"img_url":"https://ss-mpvolc.meipian.me/users/70912440/74e63ab167becca8e6b1af5ca9880ecf__jpg.heic","img_width":1500,"is_origin":false,"sectionPublished":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNzA5MTI0NDAvNzRlNjNhYjE2N2JlY2NhOGU2YjFhZjVjYTk4ODBlY2ZfX2pwZy5oZWlj/nickname/5a-G5bGx5biC6ZOB6Lev5bCP5a2m/userid/NzA5MTI0NDA=/sign/324c74e76597e195e5bc04dee9383ebc"},{"audio_music_id":0,"ext":{"unique_id":"f220eda3b817facb0457c32dacfe12e1"},"sectionPublished":false,"source":0,"text":"二、愿随春雨路,一如百花开。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"5fb2d8d87c55919df1aff4d64f1d67b1"},"sectionPublished":false,"source":0,"text":"有研讨就会有进步,有反思才能有成长!展示课后,在小学数学教研员的组织下听课教师进行互动研讨。老师们一起在思索中感悟课堂艺术,在交流中升华教育思想,在研讨中明确教学方向:落实各学科核心素养;精准定位教学目标;重塑“教学评”一体化的新课堂。小学数学教研员谭景春主任对四节课进行了中肯、精准的点评,她说:四节课的展示带给我们怎样的启发,留给我们什么样的思考。她希望老师们要让时间慢下来,让学生在学习中有一个接受的过程。课堂上,教师的语言再亲近一些,让学生有一个消化的过程。授课时,教师如何创设一些有价值的问题,让学生有充足的时间去思考、去发现、去探究、去质疑,这是值得我们每一位老师深思的。我们每位老师在研读每节课时,一定要考虑到本节课学生的认知起点在哪里?我们应该建立怎样的认知冲突?帮助学生建构所学知识的概念和体系。其实学生学习数学不只是孤立的一节课,而是经历一段学习历程。在这段学习历程中,有数学知识、技能的掌握,有学习方法的体验,有数学思维的发展,尤其是核心素养的培养。在这段历程中,虽然是由一节一节的课来落实的,但并不是每一节课都要完美地达成每一目标。我们要长程规划,把一节一节的课串起来,朝着数学教育的目标前行。因此我们要立足课程视野,跳出单一“一堂课”教学的思维来思考“数学”的教学方案”。与会老师在谭主任的一席点拨之下,豁然开朗,也明确了今后教学方向。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"8fb6770a1f8c54dee5bca7fc3d44333a"},"img_height":1126,"img_size":93,"img_url":"https://ss-mpvolc.meipian.me/users/70912440/34c461e2571f6bf426e701657465db92__jpg.heic","img_width":1500,"is_origin":false,"sectionPublished":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNzA5MTI0NDAvMzRjNDYxZTI1NzFmNmJmNDI2ZTcwMTY1NzQ2NWRiOTJfX2pwZy5oZWlj/nickname/5a-G5bGx5biC6ZOB6Lev5bCP5a2m/userid/NzA5MTI0NDA=/sign/324c74e76597e195e5bc04dee9383ebc"},{"audio_music_id":0,"ext":{"unique_id":"274545a6e3ecefc037c7986cc7b11d5f"},"sectionPublished":false,"source":0,"text":"三、浮华落幕处,研品悟真经。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"c3d021c878c3ac1186ec3875f70c0ca1"},"sectionPublished":false,"source":0,"text":"水本无华,相荡乃生涟漪;石本无火,相击而发灵光。每一次的教研活动都给我们创造了相互学习、交流、借鉴的机会。本次活动教师们既收获了新课程标准的精神实质,也有了对新课程标准的新型模式的初步认识。老师们在这样的舞台上不仅充实、提升、拓展自己的专业知识,让自己成为一潭活水,取之不尽,用之不竭,也在落实新课标要求的过程中打开他们更广阔的的教育视野。“一枝独秀不是春,百花齐放春满园。”相信在教育局的正确领导下,我市小学数学教研会更上一层楼。
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","type":1},{"audio_music_id":0,"ext":{"unique_id":"80d78145d29ca7b9ed39e7899ccc784d"},"img_height":1706,"img_size":108,"img_url":"https://ss-mpvolc.meipian.me/users/70912440/3a5c099c7a1a56e7faa56c1f09604acd__jpg.heic","img_width":1280,"is_origin":false,"sectionPublished":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNzA5MTI0NDAvM2E1YzA5OWM3YTFhNTZlN2ZhYTU2YzFmMDk2MDRhY2RfX2pwZy5oZWlj/nickname/5a-G5bGx5biC6ZOB6Lev5bCP5a2m/userid/NzA5MTI0NDA=/sign/324c74e76597e195e5bc04dee9383ebc"},{"audio_music_id":0,"ext":{"unique_id":"d6a88cf891242679bd6f1fe04df4abd7"},"sectionPublished":false,"source":0,"text":"一、苔花如米小,不敢妄自息。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"2825e9f2c27fd9bf7b27cf320fe8a737"},"sectionPublished":false,"source":0,"text":"四节精彩的示范课较好地诠释了“整体视角下的深度教学”这一研修主题。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"d4e7c9c4ca945d91d08d317d2bd655c8"},"img_height":1126,"img_size":106,"img_url":"https://ss-mpvolc.meipian.me/users/70912440/edf49ce2ea2748f9738715e33ef9dde8__jpg.heic","img_width":1500,"is_origin":false,"sectionPublished":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNzA5MTI0NDAvZWRmNDljZTJlYTI3NDhmOTczODcxNWUzM2VmOWRkZThfX2pwZy5oZWlj/nickname/5a-G5bGx5biC6ZOB6Lev5bCP5a2m/userid/NzA5MTI0NDA=/sign/324c74e76597e195e5bc04dee9383ebc"},{"audio_music_id":0,"ext":{"unique_id":"5ae4f312a4e26c4836c8ddca982c966a"},"sectionPublished":false,"source":0,"text":"第一节课是密山市实验小学张海蓉老师执教的二年级下册《推理》,逻辑推理对于二年级的学生来说,思维性较强,也较抽象。纯“文字”推理,容易让学生迷糊,失去兴趣。怎样激发孩子的学习欲望?让课堂教学生动、有趣又有效呢?张老师在这节课中,设计了“猜一猜”、“写一写”、“连一连”、“画一画”、“玩一玩”等环节,充分调动学生积极性,让学生在“猜想”中感受,在“活动”中体验,在“游戏”中领悟。整节课学生主动参与,独立思考,设计的问题情境从学生已有的生活经验和知识背景出发,既让学生感悟了新知,又体验到了成功,感受到数学学习的乐趣。体现了“推”出精彩,“理”出方法的教育理念。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"eb062bb2731ea3b4f8c25a69d4373588"},"img_height":1126,"img_size":106,"img_url":"https://ss-mpvolc.meipian.me/users/70912440/3c5affaf308b121f5be86624e548a360__jpg.heic","img_width":1500,"is_origin":false,"sectionPublished":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNzA5MTI0NDAvM2M1YWZmYWYzMDhiMTIxZjViZTg2NjI0ZTU0OGEzNjBfX2pwZy5oZWlj/nickname/5a-G5bGx5biC6ZOB6Lev5bCP5a2m/userid/NzA5MTI0NDA=/sign/324c74e76597e195e5bc04dee9383ebc"},{"audio_music_id":0,"ext":{"unique_id":"d9ad6f647c01f8f5e9d4b7dc927032cd"},"sectionPublished":false,"source":0,"text":"第二节课是逸夫小学王晓梅老师执教的三年级下册《24时计时法》,王老师借助“时间尺”,建构24时模型;妙用“时间尺”,理解两种计时法的关联。借助“时间尺”这一工具,通过猜想、实验、验证的方法,基于学生的经验,展开教学活动,规划统一的探究路径,同时又不束缚学生的思维,让他们展开想象的翅膀,亲历“时间尺”的形成过程,帮助学生建立两种计时法的联系,并把细碎的知识结构化、系统化,形成两种计时法间转化的技能。体现了立足学生现实起点,构造有效数学课堂。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"34db43b9934caf6bd088b0bf47eaa286"},"img_height":1126,"img_size":107,"img_url":"https://ss-mpvolc.meipian.me/users/70912440/db53d8e30ba5929a3727dd933946d20d__jpg.heic","img_width":1500,"is_origin":false,"sectionPublished":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNzA5MTI0NDAvZGI1M2Q4ZTMwYmE1OTI5YTM3MjdkZDkzMzk0NmQyMGRfX2pwZy5oZWlj/nickname/5a-G5bGx5biC6ZOB6Lev5bCP5a2m/userid/NzA5MTI0NDA=/sign/324c74e76597e195e5bc04dee9383ebc"},{"audio_music_id":0,"ext":{"unique_id":"24a3a66d5f3967c29ec6bb03a62c2737"},"sectionPublished":false,"source":0,"text":"第三节课是铁路小学张娟老师执教的四年级下册《平均数》,张老师从学生熟悉的生活情境导入新课,激发学生在“问题串”中思考。“问题串”是数学课堂教学中使学生思维不断深化的有效手段,成串的问题由浅入深、由表及里,为学生思维的提升搭建了一个个必要的阶梯,培养学生深入地思考。循循善诱,让学生能够体会、经历并兴致勃勃地感受着平均数产生的过程。我们在教学中也要养成让学生在追问中思考,在思考中感悟,在感悟中获得,以此来提升学生的数学思维能力。体现了“问中学”“学中有”的教学理念。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"905d77559acff384e69177890057bf08"},"img_height":1126,"img_size":99,"img_url":"https://ss-mpvolc.meipian.me/users/70912440/17cbdeecd2b9f7416a52d41bd365fe0c__jpg.heic","img_width":1500,"is_origin":false,"sectionPublished":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNzA5MTI0NDAvMTdjYmRlZWNkMmI5Zjc0MTZhNTJkNDFiZDM2NWZlMGNfX2pwZy5oZWlj/nickname/5a-G5bGx5biC6ZOB6Lev5bCP5a2m/userid/NzA5MTI0NDA=/sign/324c74e76597e195e5bc04dee9383ebc"},{"audio_music_id":0,"ext":{"unique_id":"4f15a68545b54484ce5a269acda1db47"},"sectionPublished":false,"source":0,"text":"第四节是密山市第七中学韩阳老师执教的五年级下册《折线统计图单元复习课》,韩老师在本课中对学生数据分析观念的培养给老师们留下深刻印象,“探寻数据背后的故事”这个提法也让老师们感觉生动形象。史宁中教授曾说过:“统计教学很重要的是培养孩子们对于数据的感情。”的确,学生喜欢数据了,对数据有感情了,才会愿意走近并走进数据,去探寻数据背后的故事。所以,数据分析观念的培养首先需要“好数据”。好数据激发学生主动探寻的愿望,好问题促使学生的分析走向深刻。好问题,答案不是浮在表面的。好问题,答案是开放多元的。好问题,获得答案的过程是曲折的。好数据,应尽可能贴近学生。数据分析,既是一种方法,也是一种思维,与任何一个知识或一种技能的获得一样,它同样需要学生经历一个充分的学习过程,才能扎实掌握、深刻感悟。设计出好的问题,让学生通过一个曲折的过程去获得答案,这样的目标才能实现。本节课中,韩老师设计的问题特征是非常明显的。“好数据”是载体,“好问题”是驱动。数据分析观念的培养,离不开这两个基本要素。这是老师们听完本课之后最大的心得体会。体现了“问题是载体,运用是驱动”的教学理念。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"775b99e0d79de595c10de802065aef0c"},"img_height":1126,"img_size":106,"img_url":"https://ss-mpvolc.meipian.me/users/70912440/74e63ab167becca8e6b1af5ca9880ecf__jpg.heic","img_width":1500,"is_origin":false,"sectionPublished":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNzA5MTI0NDAvNzRlNjNhYjE2N2JlY2NhOGU2YjFhZjVjYTk4ODBlY2ZfX2pwZy5oZWlj/nickname/5a-G5bGx5biC6ZOB6Lev5bCP5a2m/userid/NzA5MTI0NDA=/sign/324c74e76597e195e5bc04dee9383ebc"},{"audio_music_id":0,"ext":{"unique_id":"f220eda3b817facb0457c32dacfe12e1"},"sectionPublished":false,"source":0,"text":"二、愿随春雨路,一如百花开。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"5fb2d8d87c55919df1aff4d64f1d67b1"},"sectionPublished":false,"source":0,"text":"有研讨就会有进步,有反思才能有成长!展示课后,在小学数学教研员的组织下听课教师进行互动研讨。老师们一起在思索中感悟课堂艺术,在交流中升华教育思想,在研讨中明确教学方向:落实各学科核心素养;精准定位教学目标;重塑“教学评”一体化的新课堂。小学数学教研员谭景春主任对四节课进行了中肯、精准的点评,她说:四节课的展示带给我们怎样的启发,留给我们什么样的思考。她希望老师们要让时间慢下来,让学生在学习中有一个接受的过程。课堂上,教师的语言再亲近一些,让学生有一个消化的过程。授课时,教师如何创设一些有价值的问题,让学生有充足的时间去思考、去发现、去探究、去质疑,这是值得我们每一位老师深思的。我们每位老师在研读每节课时,一定要考虑到本节课学生的认知起点在哪里?我们应该建立怎样的认知冲突?帮助学生建构所学知识的概念和体系。其实学生学习数学不只是孤立的一节课,而是经历一段学习历程。在这段学习历程中,有数学知识、技能的掌握,有学习方法的体验,有数学思维的发展,尤其是核心素养的培养。在这段历程中,虽然是由一节一节的课来落实的,但并不是每一节课都要完美地达成每一目标。我们要长程规划,把一节一节的课串起来,朝着数学教育的目标前行。因此我们要立足课程视野,跳出单一“一堂课”教学的思维来思考“数学”的教学方案”。与会老师在谭主任的一席点拨之下,豁然开朗,也明确了今后教学方向。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"8fb6770a1f8c54dee5bca7fc3d44333a"},"img_height":1126,"img_size":93,"img_url":"https://ss-mpvolc.meipian.me/users/70912440/34c461e2571f6bf426e701657465db92__jpg.heic","img_width":1500,"is_origin":false,"sectionPublished":false,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvNzA5MTI0NDAvMzRjNDYxZTI1NzFmNmJmNDI2ZTcwMTY1NzQ2NWRiOTJfX2pwZy5oZWlj/nickname/5a-G5bGx5biC6ZOB6Lev5bCP5a2m/userid/NzA5MTI0NDA=/sign/324c74e76597e195e5bc04dee9383ebc"},{"audio_music_id":0,"ext":{"unique_id":"274545a6e3ecefc037c7986cc7b11d5f"},"sectionPublished":false,"source":0,"text":"三、浮华落幕处,研品悟真经。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"c3d021c878c3ac1186ec3875f70c0ca1"},"sectionPublished":false,"source":0,"text":"水本无华,相荡乃生涟漪;石本无火,相击而发灵光。每一次的教研活动都给我们创造了相互学习、交流、借鉴的机会。本次活动教师们既收获了新课程标准的精神实质,也有了对新课程标准的新型模式的初步认识。老师们在这样的舞台上不仅充实、提升、拓展自己的专业知识,让自己成为一潭活水,取之不尽,用之不竭,也在落实新课标要求的过程中打开他们更广阔的的教育视野。“一枝独秀不是春,百花齐放春满园。”相信在教育局的正确领导下,我市小学数学教研会更上一层楼。
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