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随着“双减政策”和《义务教育数学课程标准(2022年版)》的颁布,这学期,我们数学教研组一直围绕着“减负、增效、提质”和数学学科核心素养的培养为主题,开展着轰轰烈烈的教研活动,带领大家研读新课标,将“减负”、“增效”、“提质”落到实处。在学习的过程中,“大单元”“大情境”“项目式学习”这些新词语总是不由的吸引着我。作为一线教师,课堂是我们的主阵地,如何把新课标理念落实到课堂教学实践中去?怎么在“双减”背景下的日常教学中体现核心素养?如何开展有实质意义的大单元教学和有效的作业设计?是我一直思考的问题。
何为大单元教学?
新课标理念下的大单元教学的课堂,要求基于真实问题情境、大任务、大活动开展。引领性的学习主题,复杂、开放、探索性的挑战性任务,基于真实情境下的问题解决,让学生在经历与体验中,达到深度学习。教师将知识点放置于大单元之中,从大单元的视角、用大单元的结构思想、方法来审视、驾驭知识点的教学,能不断地提高学生学习的效能。老师要立足于“大概念”大主题、大任务、结构化、关联性,让学生在学习中不仅能“见树木”,更能“见森林”。从目标到达标,即从起点到终点,连接起来就是一根线,中间设立“站点”,再配上时间,构建“路线图”。
“总有一份遇见来得恰好,芬芳着整个人生之旅。”契合学校优质课评选通知,我准备尝试一下“大单元”教学,让学习真正发生,让成长看得见。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"cdf1ff39929b2034d2062b0dd28816e5"},"img_height":702,"img_size":851,"img_url":"https://ss-mpvolc.meipian.me/users/10185278/1885ebff3b203f2c39bf7429fc57cce2__png.heic","img_width":1266,"is_origin":false,"sectionPublished":true,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTAxODUyNzgvMTg4NWViZmYzYjIwM2YyYzM5YmY3NDI5ZmM1N2NjZTJfX3BuZy5oZWlj/nickname/5p2O6Iux/userid/MTAxODUyNzg=/sign/d223bb98a416bf3f120f6a25fcc5dfac"},{"audio_music_id":0,"ext":{"unique_id":"0705bb24a865c349172c38cd2aa75d09"},"sectionPublished":true,"source":0,"text":"我选择的是第一单的圆柱和圆锥这个知识点,虽然是复习课,如何把一单元的知识点浓缩成一节课,还是有一定难度的,况且这一单元的知识点又那么多。既然想尝试,就不怕困难,再次翻阅新课标,查看名家资料,反复修改教学设计。为了避免有“炒剩饭”的情况出现,学生在听讲时积极性不高,本节课我以“小蜡烛大变身”情境作为导入,赋予学生主人翁的身份,激发学生的参与热情,从有趣的问题情境引入,让枯燥的复习课带着一丝神秘,对未知带着一股好奇,吸引学生快速进入学习状态。同时这一环节也体现了新课标理念中的跨学科学习。
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点、线、面、体是立体图形的关键要素,也是本单元问题形成的切入点。将一些具有代表性的问题综合在一起,让学生分类,在分类的过程中感受圆柱和圆锥的问题都和线、面积、体积有关。
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优点:
1.注重提出问题能力的培养,很好地贯彻了“四能”。
2.迁移、类推能力的培养,注重教给学生学习的方法。授人以鱼不如授人以渔。
3.本堂课始终坚持上不封顶,下要保底。多种方法解决问题,培养了学生的发散思维。挖掘得也有深度。
不足之处:
1.在展示前置作业时要形成小组互评、师生评价、生生评价,展示的作品整理形式多种多样,展示好的、不好的,并补充修正。
2.在评价上做的不够,到位的评价语言可以把学生的气氛调动起来,让学生产生提问题的思维,要善于捕捉孩子们的闪光点。
改变从课堂开始,教师要真正下定决心把新课标的教育理念和基本要求真正落实到课堂中,把大单元教学模式逐步落实到教学中,才能助推核心素养真正落地,才能开拓新课标下教学的远方。我对“大单元教学”设计的研究和对课堂的探索还在路上,还需不断学习,让我们共赴教育的星辰大海。
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何为大单元教学?
新课标理念下的大单元教学的课堂,要求基于真实问题情境、大任务、大活动开展。引领性的学习主题,复杂、开放、探索性的挑战性任务,基于真实情境下的问题解决,让学生在经历与体验中,达到深度学习。教师将知识点放置于大单元之中,从大单元的视角、用大单元的结构思想、方法来审视、驾驭知识点的教学,能不断地提高学生学习的效能。老师要立足于“大概念”大主题、大任务、结构化、关联性,让学生在学习中不仅能“见树木”,更能“见森林”。从目标到达标,即从起点到终点,连接起来就是一根线,中间设立“站点”,再配上时间,构建“路线图”。
“总有一份遇见来得恰好,芬芳着整个人生之旅。”契合学校优质课评选通知,我准备尝试一下“大单元”教学,让学习真正发生,让成长看得见。
","type":1},{"audio_music_id":0,"ext":{"unique_id":"cdf1ff39929b2034d2062b0dd28816e5"},"img_height":702,"img_size":851,"img_url":"https://ss-mpvolc.meipian.me/users/10185278/1885ebff3b203f2c39bf7429fc57cce2__png.heic","img_width":1266,"is_origin":false,"sectionPublished":true,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTAxODUyNzgvMTg4NWViZmYzYjIwM2YyYzM5YmY3NDI5ZmM1N2NjZTJfX3BuZy5oZWlj/nickname/5p2O6Iux/userid/MTAxODUyNzg=/sign/d223bb98a416bf3f120f6a25fcc5dfac"},{"audio_music_id":0,"ext":{"unique_id":"0705bb24a865c349172c38cd2aa75d09"},"sectionPublished":true,"source":0,"text":"我选择的是第一单的圆柱和圆锥这个知识点,虽然是复习课,如何把一单元的知识点浓缩成一节课,还是有一定难度的,况且这一单元的知识点又那么多。既然想尝试,就不怕困难,再次翻阅新课标,查看名家资料,反复修改教学设计。为了避免有“炒剩饭”的情况出现,学生在听讲时积极性不高,本节课我以“小蜡烛大变身”情境作为导入,赋予学生主人翁的身份,激发学生的参与热情,从有趣的问题情境引入,让枯燥的复习课带着一丝神秘,对未知带着一股好奇,吸引学生快速进入学习状态。同时这一环节也体现了新课标理念中的跨学科学习。
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点、线、面、体是立体图形的关键要素,也是本单元问题形成的切入点。将一些具有代表性的问题综合在一起,让学生分类,在分类的过程中感受圆柱和圆锥的问题都和线、面积、体积有关。
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","type":1},{"audio_music_id":0,"ext":{"unique_id":"4848a693f105471d2207639eaccf7015"},"img_height":680,"img_size":306,"img_url":"https://ss-mpvolc.meipian.me/users/10185278/7f2b9a26dba1e421f46328ec912372a0__png.heic","img_width":1212,"is_origin":false,"sectionPublished":true,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTAxODUyNzgvN2YyYjlhMjZkYmExZTQyMWY0NjMyOGVjOTEyMzcyYTBfX3BuZy5oZWlj/nickname/5p2O6Iux/userid/MTAxODUyNzg=/sign/d223bb98a416bf3f120f6a25fcc5dfac"},{"audio_music_id":0,"ext":{"unique_id":"e4f50c39815bdee2dcb403433a783593"},"img_height":684,"img_size":273,"img_url":"https://ss-mpvolc.meipian.me/users/10185278/cf261a2201e6224224f45c77d39239d0__png.heic","img_width":1214,"is_origin":false,"sectionPublished":true,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTAxODUyNzgvY2YyNjFhMjIwMWU2MjI0MjI0ZjQ1Yzc3ZDM5MjM5ZDBfX3BuZy5oZWlj/nickname/5p2O6Iux/userid/MTAxODUyNzg=/sign/d223bb98a416bf3f120f6a25fcc5dfac"},{"audio_music_id":0,"ext":{"unique_id":"08e2ed70a1cc468e431fbace096762b0"},"img_height":634,"img_size":453,"img_url":"https://ss-mpvolc.meipian.me/users/10185278/9fcdace949be729dfe0277c2435328c3__png.heic","img_width":1246,"is_origin":false,"sectionPublished":true,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTAxODUyNzgvOWZjZGFjZTk0OWJlNzI5ZGZlMDI3N2MyNDM1MzI4YzNfX3BuZy5oZWlj/nickname/5p2O6Iux/userid/MTAxODUyNzg=/sign/d223bb98a416bf3f120f6a25fcc5dfac"},{"audio_music_id":0,"ext":{"unique_id":"8953557834d4d756131a4c3403014d5a"},"img_height":678,"img_size":127,"img_url":"https://ss-mpvolc.meipian.me/users/10185278/812bcd1435233c8bab7ce36a647228af__png.heic","img_width":1244,"is_origin":false,"sectionPublished":true,"source":0,"type":1,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTAxODUyNzgvODEyYmNkMTQzNTIzM2M4YmFiN2NlMzZhNjQ3MjI4YWZfX3BuZy5oZWlj/nickname/5p2O6Iux/userid/MTAxODUyNzg=/sign/d223bb98a416bf3f120f6a25fcc5dfac"},{"audio_music_id":0,"ext":{"unique_id":"1769f1eda286d9ca802ea2cc4e32dada"},"sectionPublished":true,"source":0,"text":"“数学是思维的体操”,数学课堂是培养学生思维能力的主阵地。本节课在设计上、层次上、深度上和高度上都有了一定的突破。
优点:
1.注重提出问题能力的培养,很好地贯彻了“四能”。
2.迁移、类推能力的培养,注重教给学生学习的方法。授人以鱼不如授人以渔。
3.本堂课始终坚持上不封顶,下要保底。多种方法解决问题,培养了学生的发散思维。挖掘得也有深度。
不足之处:
1.在展示前置作业时要形成小组互评、师生评价、生生评价,展示的作品整理形式多种多样,展示好的、不好的,并补充修正。
2.在评价上做的不够,到位的评价语言可以把学生的气氛调动起来,让学生产生提问题的思维,要善于捕捉孩子们的闪光点。
改变从课堂开始,教师要真正下定决心把新课标的教育理念和基本要求真正落实到课堂中,把大单元教学模式逐步落实到教学中,才能助推核心素养真正落地,才能开拓新课标下教学的远方。我对“大单元教学”设计的研究和对课堂的探索还在路上,还需不断学习,让我们共赴教育的星辰大海。
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