工作就用美篇工作版","guide_search_desc":"海量模板范文,一键做同款 工作就用美篇工作版","img_beautify_switch":0,"ad_free":0,"text_direction":1,"template":{"id":9013,"series_id":24,"theme_id":24},"container":{},"redirect":{"redirect_type":1,"img_url":false,"link_url":"/wap/downloadpage/backpage","button_bg_color":false,"button_desc":false,"redirect_desc":false},"edit_date_str":"发布于 2023-07-18","current_time":1744019195,"font_name":"","rcmd_meipian":0,"hide_article_link":0,"from_wechat":false,"topk_keywords":[{"name":"教学","score":0.180877},{"name":"学生","score":0.178343},{"name":"逆向","score":0.134228},{"name":"设计","score":0.130527},{"name":"学习","score":0.103499},{"name":"理解","score":0.088587},{"name":"素养","score":0.085963},{"name":"思考","score":0.065098},{"name":"两位数","score":0.059703},{"name":"知识","score":0.057767}],"music_name":"","origin_status":0,"password_v2":"","font_id":0,"title_style":"","rich_text_title":"","enable_download":1,"cover_thumb":"https://ss-mpvolc.meipian.me/users/13175941/643a1b2f74ab498db3bf925f9c1ccec0__jpg.heic","has_video":false,"gift_switch":1,"enable_watermark":1,"content":{"article_id":378719391,"content":[{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"fd65693acd5a0e98fe28678ae6ab95e2"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"
——读《核心素养视域—小学数学单元整体教学关键课逆向设计案例》有感
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"31b10a21fc6c7fd8d628f52ba0e2b51f"},"img_del":0,"img_height":1408,"img_url":"https://ss-mpvolc.meipian.me/users/13175941/643a1b2f74ab498db3bf925f9c1ccec0__jpg.heic","img_width":1078,"is_origin":false,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTMxNzU5NDEvNjQzYTFiMmY3NGFiNDk4ZGIzYmY5MjVmOWMxY2NlYzBfX2pwZy5oZWlj/nickname/5bm_5L-h5Lmd5bCP/userid/MTMxNzU5NDE=/sign/19bebbd9e3230203e9841e29bf2c8ef7"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"5b1b9920b0e1849457277e3c5234108f"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"恰逢暑假,非常荣幸能拜读到宋显庆老师的新作《核心素养视域—小学数学单元整体教学关键课逆向设计案例》,轻轻打开书本,静静地阅读,享受内心的平静与祥和。捧书翻看目录,入眼帘的是一个个主题鲜明的章节:数感-意义与关系相生;量感-标准与度量共融;符合意识-抽象与推理共舞......
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"ddfd2213121a3f256bd76af8514342bc"},"img_del":0,"img_height":1126,"img_size":70,"img_url":"https://ss-mpvolc.meipian.me/users/13175941/c370484853cab11c96167ea917ef8f6f__jpg.heic","img_width":1500,"is_origin":false,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTMxNzU5NDEvYzM3MDQ4NDg1M2NhYjExYzk2MTY3ZWE5MTdlZjhmNmZfX2pwZy5oZWlj/nickname/5bm_5L-h5Lmd5bCP/userid/MTMxNzU5NDE=/sign/19bebbd9e3230203e9841e29bf2c8ef7"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"6eaeab2378ea3af0da3bd09e32dab425"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"本书详细介绍了新课标四大领域、十一个核心素养下的55节关键课逆向设计案例,360千字。用教学分析、思维导图、预期结果、评估证据、设计学习活动这几个基本模块,以目标为导向,关键问题为主线,精选的关键课案例集。不但分析了课时的教学知识点和素养体现,更是着眼于单元整体教学,架起了知识点的内在联系,以深度理解为宗旨,努力践行以终为始,以学定教,为理解而教的有效教学。初读此书,带给了我很多启发与思考。
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"da43c1167186eec8bbaca3f55f44a8a2"},"img_del":0,"img_height":898,"img_size":35,"img_url":"https://ss-mpvolc.meipian.me/users/13175941/0ff6103f304e861c75e61f1e1f137c2d__jpg.heic","img_width":1280,"is_origin":false,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTMxNzU5NDEvMGZmNjEwM2YzMDRlODYxYzc1ZTYxZjFlMWYxMzdjMmRfX2pwZy5oZWlj/nickname/5bm_5L-h5Lmd5bCP/userid/MTMxNzU5NDE=/sign/19bebbd9e3230203e9841e29bf2c8ef7"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"636a3528ad847d34ab24e85ea3285396"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"一、阅逆向设计, 明设计之意","text_del":0,"type":6,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"4b7b3ffa85b34208b133aa83d98e533f"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"博学审问,明理论依据。什么是逆向设计?与常规的教学设计有何不同?书中开篇介绍:教学设计要“以终为始”进行逆向设计,从学习结果开始进行逆向思考,改变传统的“我要做什么、使用什么材料、创设什么情境、选择什么素材、要求学生做什么”的固定思维模式,真正思考为了达到学习目标,学生需要做什么。
书中的每个案例,结合了思维导图的优势,用图解的方式将知识经验、生活经验、后继知识、素养体现、数学思维等有逻辑整合,让读者更加全面、深入了解教学内容。
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"0260fb7b2b756543077918046d6e52b9"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"逆向设计是以学习结果为目标的教学设计模型。先确定什么样的教学目标是达到理解的目标,然后再考虑用什么方法来证明学生确实掌握了学习内容,实现了理解。再这一基础上,运用多种教学方式或教学活动来达到目标。
其做法是:
阶段1确定课程内容,分析学生需求,从而确定单元主题和单元教学目标,明确预期学习结果;(确保教学活动与学习目标高度匹配)
阶段2根据教学目标选择评价方式;用什么能够证明学习理解了所学知识;(评价设计提到教学活动之前)
阶段3选定合适的学习资源和指导方式,设计出整体、连贯、有效的教学活动。(重视关键问题的引导作用)
与传统的教学设计相比,逆向教学设计坚持目标导向,关注学习本质,从“教教材”走向关注学科核心素养。
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"f65fbc3fbfb6481cf1d84f610c8b3482"},"img_del":0,"img_height":832,"img_size":48,"img_url":"https://ss-mpvolc.meipian.me/users/13175941/a0191314a7eb0ebb9d644d55a8b60ca4__jpg.heic","img_width":1280,"is_origin":false,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTMxNzU5NDEvYTAxOTEzMTRhN2ViMGViYjlkNjQ0ZDU1YThiNjBjYTRfX2pwZy5oZWlj/nickname/5bm_5L-h5Lmd5bCP/userid/MTMxNzU5NDE=/sign/19bebbd9e3230203e9841e29bf2c8ef7"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"0f3563bb9745120c49e1c5eee0b34713"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"二、品逆向设计, 思设计之妙","text_del":0,"type":6,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"808632c0b7334a121ec3bb55539b0f6b"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"慎思明辨,品核心素养。这本书为小学数学逆向设计研究指点迷津,以“阶段1确定预期的学习结果”为例。确定预期结果就是关注教学目标,思考学生应知道什么、理解什么、应做什么、什么内容值得理解、什么是期望的持久理解。在此阶段,教师要依照课程标准和学科核心素养,思考要达到预期的教学结果,学生需要哪些知识和技能?什么样的学习活动可以帮助学生获得这些知识和技能?为此,应该采用怎样的方式组织教学?其中什么样的学习材料和资源是最适切的?循着逆向设计进行教学方法的选择、教学活动的设计、教学内容的组织和使用。
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"74b4b4172fe6af7edd769647be1fb1b4"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"在第一章《数感——意义与关系相生》中,关键课例1:1~5的认识教学设计中,确定的教学目标关键落在对数的意义的理解及沟通“数数”和“计数单位个数”之间的联系,建立数与具体事物对应关系,培养初步的数感和符号化意识。思考的基本问题是:如何引领学生经历1~5数字符号的抽象过程?为什么会统一用1~5来表示物体个数?用1~5来表示物体个数有什么价值?如何规范书写1~5?如何帮助学生初步理解现实数量与数字符号表达的对应关系?确定预期的理解是:可以用数字符号来表示现实中所看见的物体个数,能够感受到用数字符号来表示物体个数很简单,表示物体个数的符号并不唯一,可以多样化,还可以自己创作,越简单越好。在阶段二使用表现性任务和其他证据来确定学生是否已经达到了预期学习成果,也以此了解学生对学习目标的达成。
预期结果三个内容是相互关联,层层递进,体现了数学学习从知识向能力和素养不断转变的过程。认真研读、参考借鉴这本书中的教学设计案例,能使我们对课堂的把握有质的提升。
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"60628de4741853733ebd2fd5d47d1735"},"img_del":0,"img_height":1024,"img_size":37,"img_url":"https://ss-mpvolc.meipian.me/users/13175941/8d5daa4eae65f9a4c85964e2f83465f7__jpg.heic","img_width":768,"is_origin":false,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTMxNzU5NDEvOGQ1ZGFhNGVhZTY1ZjlhNGM4NTk2NGUyZjgzNDY1ZjdfX2pwZy5oZWlj/nickname/5bm_5L-h5Lmd5bCP/userid/MTMxNzU5NDE=/sign/19bebbd9e3230203e9841e29bf2c8ef7"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"2fd7fab9c7c9ecd86d499bd71ab7c470"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"三、行逆向设计, 解教学之惑","text_del":0,"type":6,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"f1313f243234b526a855ad16bf79558e"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"笃行不怠,行有效实践。纸上得来终觉浅,绝知此事要躬行。在日常教学中,要思考逆向教学设计和教学评一体化的关系,教什么、为什么教、怎么教、怎么评、如何以学定教、以教定评。本书基于理解的逆向教学设计为了我们提供了一条新思路、新策略。
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"eb7fe28a44170f43fddfb4a02e1fb98d"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"在第七章《推理意识——思维与交流同化》中,关键课例30:三位数乘两位数,我认认真真读了好几遍。回想我之前听过的一堂课,学生学习的知识是零碎的,课堂变成老师满堂灌、单项输出,学生被动接受,最后是重复的习题操练,课堂气氛沉闷。
而在逆向设计中,教师引导学生通过尝试、探究与交流等活动,借助已有笔算乘法的经验,主动迁移,并在新旧笔算方法的对比中初步建构多位数乘法的计算法则。通过三个关键问题引领:
1.学生已经掌握了两位数乘两位数的笔算方法,如何在这一基础上,引导学生通过迁移、类推,理解三位数乘两位数的算理、算法?
2.如何开放课堂教学,将算法进行多维表征?
3.设计什么活动,能让学生从整体上展开思考,启发他们和前面的相关知识进行沟通联系,领悟计算原理?
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"90f22a55fa21b346841f33305f03fc41"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"枯燥的计算课从学生已有的知识出发,经历溯源而上,回顾理法;顺流而下,疏通理法;架构模型,深挖本质等环节,学生学习由被动接受到主动探究,看似枯燥无味的计算不仅使学生感受到学习的快乐,也对计算本质:计算就是计一计、算一算有多少个这样的计数单位有了更深刻的感悟。
读完案例的内容,我豁然开朗:两位数、三位数乘一位数的学习可看作一个点,两位数乘两位数就连成一条线,三位数乘两位数的教学就形成一个面,但教学不应止步于此,而应该引导学生在观察比较中感悟知识就是一个体,充分彰显数学知识的过程性、整体性和结构性,深刻理解整数笔算乘法的本质,让学生的认识更丰满,思维更通透。
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"24c5464750b87edb60d137564ca08014"},"img_del":0,"img_height":1064,"img_size":65,"img_url":"https://ss-mpvolc.meipian.me/users/13175941/d9c7daf24e8275ca48af22ccf11c69d6__jpg.heic","img_width":1280,"is_origin":false,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTMxNzU5NDEvZDljN2RhZjI0ZTgyNzVjYTQ4YWYyMmNjZjExYzY5ZDZfX2pwZy5oZWlj/nickname/5bm_5L-h5Lmd5bCP/userid/MTMxNzU5NDE=/sign/19bebbd9e3230203e9841e29bf2c8ef7"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"fe2a4b3d2cbf6d38bf30af4c1d08101e"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"无论是青年教师还是成熟教师,这本书都是一个很好的教学支架,它给我们带来的感悟,也为今后的课堂注入新的思考力。书中的诸多案例,引人深思的同时也让我们坚信:核心素养视域下的好课的普适追求,只有更好,没有最好。正如开篇笔者赠言;我们只需朝着这个方向去努力践行,尽自己该尽、应尽的责任,无愧于心就可以了,剩下的交给时间,相信时间会给我们一个满意的答案。
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1.重点突出“破十法”,教材以圆片图和分步计算的方式,展现了“破十”和口算的过程,把具体的操作过程、用语文叙述的过程和抽象的计算过程对应起来,用多种方式帮助学生理解算理和掌握“破十法”,也为学生脱离实物,通过思考算出得数打下了基础。
2.生活中有各种各样的尺,联系生活,使学生在图形与几何领域学习用定量刻画的方法认识客观世界,丰富学生对测量工具的认识。
3.操作过程中,学生采用了不同的测量方法,用直尺量规则图形,用绳子测量不规则图形,再量出绳子的长度,从多角度去寻求解决问题的策略,避免产生只有长方形、正方形、圆等规则图形才能求周长的思维定式,体现了“化曲为直”的思想。
4.让学生思考一个加法算式在不同问题情境下的含义,从而加深学生对加法意义的理解。
5.用字母表示数是开启方程学习的重要基石。用字母表示数摆脱了使用具体数字研究问题的局限,提供了揭示数量关系一般性的可能,有助于探索事物的内在联系,在探索事物的表达方法、揭题思想和研究方法等方面都发生了深刻的变化,也由此揭开了代数篇章。
6.鼓励学生大胆尝试,创造乘法口诀。切身体会乘法口诀简洁、规范、朗朗上口的特点,了解历史,理解意义,感受我国古代劳动人民的聪明才智。
7.引导学生尝试用算式表征平均分的过程,通过算式表征的再创造过程,培养学生的创新意识,同时在不断的交流中比较,突出算式所表达的现实含义。
8.乘法计算过程也可以看作计数单位的累加过程,理解运算的本质,凸显计算的一致性与计算方法的多样性。
9.“倍”知识的生长点是几个几,关注的是标准量的份数,要先找到标准量,再圈出份数,在头脑中形成清晰的“乘法结构”。
10.平行四边形的面积是学生首次用转化的方法来探索图形的面积公式,是促进学生空间观念发展,渗透转化、变与不变等数字思想方法的关键课。在学生凭借直观演示,初步判断计算公式后,紧接着要安排验证活动,“是不是任意一个平行四边形通过剪拼的方法都能转化乘长方形,且面积也相等呢?”引导学生体会数学结论的严谨性和确定性。
11.分类是收集、整理、描述数据的基础,是统计中最基础、最重要的一环,又是发展学生思维能力的重要途径。关键要让学生理解分类的意义,掌握分类计数的方法,学会表达分类计数的结果,完整体验分类的全过程,感受数据中蕴含的信息。
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审核:洪 鹃
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","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"31b10a21fc6c7fd8d628f52ba0e2b51f"},"img_del":0,"img_height":1408,"img_url":"https://ss-mpvolc.meipian.me/users/13175941/643a1b2f74ab498db3bf925f9c1ccec0__jpg.heic","img_width":1078,"is_origin":false,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTMxNzU5NDEvNjQzYTFiMmY3NGFiNDk4ZGIzYmY5MjVmOWMxY2NlYzBfX2pwZy5oZWlj/nickname/5bm_5L-h5Lmd5bCP/userid/MTMxNzU5NDE=/sign/19bebbd9e3230203e9841e29bf2c8ef7"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"5b1b9920b0e1849457277e3c5234108f"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"恰逢暑假,非常荣幸能拜读到宋显庆老师的新作《核心素养视域—小学数学单元整体教学关键课逆向设计案例》,轻轻打开书本,静静地阅读,享受内心的平静与祥和。捧书翻看目录,入眼帘的是一个个主题鲜明的章节:数感-意义与关系相生;量感-标准与度量共融;符合意识-抽象与推理共舞......
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"ddfd2213121a3f256bd76af8514342bc"},"img_del":0,"img_height":1126,"img_size":70,"img_url":"https://ss-mpvolc.meipian.me/users/13175941/c370484853cab11c96167ea917ef8f6f__jpg.heic","img_width":1500,"is_origin":false,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTMxNzU5NDEvYzM3MDQ4NDg1M2NhYjExYzk2MTY3ZWE5MTdlZjhmNmZfX2pwZy5oZWlj/nickname/5bm_5L-h5Lmd5bCP/userid/MTMxNzU5NDE=/sign/19bebbd9e3230203e9841e29bf2c8ef7"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"6eaeab2378ea3af0da3bd09e32dab425"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"本书详细介绍了新课标四大领域、十一个核心素养下的55节关键课逆向设计案例,360千字。用教学分析、思维导图、预期结果、评估证据、设计学习活动这几个基本模块,以目标为导向,关键问题为主线,精选的关键课案例集。不但分析了课时的教学知识点和素养体现,更是着眼于单元整体教学,架起了知识点的内在联系,以深度理解为宗旨,努力践行以终为始,以学定教,为理解而教的有效教学。初读此书,带给了我很多启发与思考。
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"da43c1167186eec8bbaca3f55f44a8a2"},"img_del":0,"img_height":898,"img_size":35,"img_url":"https://ss-mpvolc.meipian.me/users/13175941/0ff6103f304e861c75e61f1e1f137c2d__jpg.heic","img_width":1280,"is_origin":false,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTMxNzU5NDEvMGZmNjEwM2YzMDRlODYxYzc1ZTYxZjFlMWYxMzdjMmRfX2pwZy5oZWlj/nickname/5bm_5L-h5Lmd5bCP/userid/MTMxNzU5NDE=/sign/19bebbd9e3230203e9841e29bf2c8ef7"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"636a3528ad847d34ab24e85ea3285396"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"一、阅逆向设计, 明设计之意","text_del":0,"type":6,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"4b7b3ffa85b34208b133aa83d98e533f"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"博学审问,明理论依据。什么是逆向设计?与常规的教学设计有何不同?书中开篇介绍:教学设计要“以终为始”进行逆向设计,从学习结果开始进行逆向思考,改变传统的“我要做什么、使用什么材料、创设什么情境、选择什么素材、要求学生做什么”的固定思维模式,真正思考为了达到学习目标,学生需要做什么。
书中的每个案例,结合了思维导图的优势,用图解的方式将知识经验、生活经验、后继知识、素养体现、数学思维等有逻辑整合,让读者更加全面、深入了解教学内容。
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"0260fb7b2b756543077918046d6e52b9"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"逆向设计是以学习结果为目标的教学设计模型。先确定什么样的教学目标是达到理解的目标,然后再考虑用什么方法来证明学生确实掌握了学习内容,实现了理解。再这一基础上,运用多种教学方式或教学活动来达到目标。
其做法是:
阶段1确定课程内容,分析学生需求,从而确定单元主题和单元教学目标,明确预期学习结果;(确保教学活动与学习目标高度匹配)
阶段2根据教学目标选择评价方式;用什么能够证明学习理解了所学知识;(评价设计提到教学活动之前)
阶段3选定合适的学习资源和指导方式,设计出整体、连贯、有效的教学活动。(重视关键问题的引导作用)
与传统的教学设计相比,逆向教学设计坚持目标导向,关注学习本质,从“教教材”走向关注学科核心素养。
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"f65fbc3fbfb6481cf1d84f610c8b3482"},"img_del":0,"img_height":832,"img_size":48,"img_url":"https://ss-mpvolc.meipian.me/users/13175941/a0191314a7eb0ebb9d644d55a8b60ca4__jpg.heic","img_width":1280,"is_origin":false,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTMxNzU5NDEvYTAxOTEzMTRhN2ViMGViYjlkNjQ0ZDU1YThiNjBjYTRfX2pwZy5oZWlj/nickname/5bm_5L-h5Lmd5bCP/userid/MTMxNzU5NDE=/sign/19bebbd9e3230203e9841e29bf2c8ef7"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"0f3563bb9745120c49e1c5eee0b34713"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"二、品逆向设计, 思设计之妙","text_del":0,"type":6,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"808632c0b7334a121ec3bb55539b0f6b"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"慎思明辨,品核心素养。这本书为小学数学逆向设计研究指点迷津,以“阶段1确定预期的学习结果”为例。确定预期结果就是关注教学目标,思考学生应知道什么、理解什么、应做什么、什么内容值得理解、什么是期望的持久理解。在此阶段,教师要依照课程标准和学科核心素养,思考要达到预期的教学结果,学生需要哪些知识和技能?什么样的学习活动可以帮助学生获得这些知识和技能?为此,应该采用怎样的方式组织教学?其中什么样的学习材料和资源是最适切的?循着逆向设计进行教学方法的选择、教学活动的设计、教学内容的组织和使用。
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"74b4b4172fe6af7edd769647be1fb1b4"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"在第一章《数感——意义与关系相生》中,关键课例1:1~5的认识教学设计中,确定的教学目标关键落在对数的意义的理解及沟通“数数”和“计数单位个数”之间的联系,建立数与具体事物对应关系,培养初步的数感和符号化意识。思考的基本问题是:如何引领学生经历1~5数字符号的抽象过程?为什么会统一用1~5来表示物体个数?用1~5来表示物体个数有什么价值?如何规范书写1~5?如何帮助学生初步理解现实数量与数字符号表达的对应关系?确定预期的理解是:可以用数字符号来表示现实中所看见的物体个数,能够感受到用数字符号来表示物体个数很简单,表示物体个数的符号并不唯一,可以多样化,还可以自己创作,越简单越好。在阶段二使用表现性任务和其他证据来确定学生是否已经达到了预期学习成果,也以此了解学生对学习目标的达成。
预期结果三个内容是相互关联,层层递进,体现了数学学习从知识向能力和素养不断转变的过程。认真研读、参考借鉴这本书中的教学设计案例,能使我们对课堂的把握有质的提升。
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"60628de4741853733ebd2fd5d47d1735"},"img_del":0,"img_height":1024,"img_size":37,"img_url":"https://ss-mpvolc.meipian.me/users/13175941/8d5daa4eae65f9a4c85964e2f83465f7__jpg.heic","img_width":768,"is_origin":false,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTMxNzU5NDEvOGQ1ZGFhNGVhZTY1ZjlhNGM4NTk2NGUyZjgzNDY1ZjdfX2pwZy5oZWlj/nickname/5bm_5L-h5Lmd5bCP/userid/MTMxNzU5NDE=/sign/19bebbd9e3230203e9841e29bf2c8ef7"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"2fd7fab9c7c9ecd86d499bd71ab7c470"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"subtitle_align":"center","subtitle_color":"#010101","subtitle_font_size":"medium","subtitle_style_id":1,"text":"三、行逆向设计, 解教学之惑","text_del":0,"type":6,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"f1313f243234b526a855ad16bf79558e"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"笃行不怠,行有效实践。纸上得来终觉浅,绝知此事要躬行。在日常教学中,要思考逆向教学设计和教学评一体化的关系,教什么、为什么教、怎么教、怎么评、如何以学定教、以教定评。本书基于理解的逆向教学设计为了我们提供了一条新思路、新策略。
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"eb7fe28a44170f43fddfb4a02e1fb98d"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"在第七章《推理意识——思维与交流同化》中,关键课例30:三位数乘两位数,我认认真真读了好几遍。回想我之前听过的一堂课,学生学习的知识是零碎的,课堂变成老师满堂灌、单项输出,学生被动接受,最后是重复的习题操练,课堂气氛沉闷。
而在逆向设计中,教师引导学生通过尝试、探究与交流等活动,借助已有笔算乘法的经验,主动迁移,并在新旧笔算方法的对比中初步建构多位数乘法的计算法则。通过三个关键问题引领:
1.学生已经掌握了两位数乘两位数的笔算方法,如何在这一基础上,引导学生通过迁移、类推,理解三位数乘两位数的算理、算法?
2.如何开放课堂教学,将算法进行多维表征?
3.设计什么活动,能让学生从整体上展开思考,启发他们和前面的相关知识进行沟通联系,领悟计算原理?
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"90f22a55fa21b346841f33305f03fc41"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"枯燥的计算课从学生已有的知识出发,经历溯源而上,回顾理法;顺流而下,疏通理法;架构模型,深挖本质等环节,学生学习由被动接受到主动探究,看似枯燥无味的计算不仅使学生感受到学习的快乐,也对计算本质:计算就是计一计、算一算有多少个这样的计数单位有了更深刻的感悟。
读完案例的内容,我豁然开朗:两位数、三位数乘一位数的学习可看作一个点,两位数乘两位数就连成一条线,三位数乘两位数的教学就形成一个面,但教学不应止步于此,而应该引导学生在观察比较中感悟知识就是一个体,充分彰显数学知识的过程性、整体性和结构性,深刻理解整数笔算乘法的本质,让学生的认识更丰满,思维更通透。
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"24c5464750b87edb60d137564ca08014"},"img_del":0,"img_height":1064,"img_size":65,"img_url":"https://ss-mpvolc.meipian.me/users/13175941/d9c7daf24e8275ca48af22ccf11c69d6__jpg.heic","img_width":1280,"is_origin":false,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTMxNzU5NDEvZDljN2RhZjI0ZTgyNzVjYTQ4YWYyMmNjZjExYzY5ZDZfX2pwZy5oZWlj/nickname/5bm_5L-h5Lmd5bCP/userid/MTMxNzU5NDE=/sign/19bebbd9e3230203e9841e29bf2c8ef7"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"fe2a4b3d2cbf6d38bf30af4c1d08101e"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"无论是青年教师还是成熟教师,这本书都是一个很好的教学支架,它给我们带来的感悟,也为今后的课堂注入新的思考力。书中的诸多案例,引人深思的同时也让我们坚信:核心素养视域下的好课的普适追求,只有更好,没有最好。正如开篇笔者赠言;我们只需朝着这个方向去努力践行,尽自己该尽、应尽的责任,无愧于心就可以了,剩下的交给时间,相信时间会给我们一个满意的答案。
","text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"54d1b3b3f8738e8fa2ada7db07ef4cb3"},"img_del":0,"img_height":870,"img_size":43,"img_url":"https://ss-mpvolc.meipian.me/users/13175941/8926c4f11b025abf3983da6fa7d07840__jpg.heic","img_width":684,"is_origin":false,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTMxNzU5NDEvODkyNmM0ZjExYjAyNWFiZjM5ODNkYTZmYTdkMDc4NDBfX2pwZy5oZWlj/nickname/5bm_5L-h5Lmd5bCP/userid/MTMxNzU5NDE=/sign/19bebbd9e3230203e9841e29bf2c8ef7"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"20eb55477189af21f639b650793d6fc5"},"img_del":0,"img_height":866,"img_size":50,"img_url":"https://ss-mpvolc.meipian.me/users/13175941/3e7d403f6f76afe9ec964ae393ef4757__jpg.heic","img_width":690,"is_origin":false,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTMxNzU5NDEvM2U3ZDQwM2Y2Zjc2YWZlOWVjOTY0YWUzOTNlZjQ3NTdfX2pwZy5oZWlj/nickname/5bm_5L-h5Lmd5bCP/userid/MTMxNzU5NDE=/sign/19bebbd9e3230203e9841e29bf2c8ef7"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"151f4ccb648596ede18b26ef57d6f7c5"},"img_del":0,"img_height":872,"img_size":56,"img_url":"https://ss-mpvolc.meipian.me/users/13175941/b9bfc1e017866460d1ba31ec1c7d58cd__jpg.heic","img_width":674,"is_origin":false,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text_del":0,"type":1,"video_del":0,"video_thumbnail_del":0,"vote_del":0,"watermark":"?meipian-watermark/bucket/ivwen/key/dXNlcnMvMTMxNzU5NDEvYjliZmMxZTAxNzg2NjQ2MGQxYmEzMWVjMWM3ZDU4Y2RfX2pwZy5oZWlj/nickname/5bm_5L-h5Lmd5bCP/userid/MTMxNzU5NDE=/sign/19bebbd9e3230203e9841e29bf2c8ef7"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"dda0ac7357ea44a47ec0be6af61fd4ba"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"以上是我的一点浅薄的感悟与思考,今后教学还要反复研读此书,且行且思。此外,摘录整理一些书中精彩片段,一起感受《核心素养视域—小学数学单元整体教学关键课逆向设计案例》的魅力。
1.重点突出“破十法”,教材以圆片图和分步计算的方式,展现了“破十”和口算的过程,把具体的操作过程、用语文叙述的过程和抽象的计算过程对应起来,用多种方式帮助学生理解算理和掌握“破十法”,也为学生脱离实物,通过思考算出得数打下了基础。
2.生活中有各种各样的尺,联系生活,使学生在图形与几何领域学习用定量刻画的方法认识客观世界,丰富学生对测量工具的认识。
3.操作过程中,学生采用了不同的测量方法,用直尺量规则图形,用绳子测量不规则图形,再量出绳子的长度,从多角度去寻求解决问题的策略,避免产生只有长方形、正方形、圆等规则图形才能求周长的思维定式,体现了“化曲为直”的思想。
4.让学生思考一个加法算式在不同问题情境下的含义,从而加深学生对加法意义的理解。
5.用字母表示数是开启方程学习的重要基石。用字母表示数摆脱了使用具体数字研究问题的局限,提供了揭示数量关系一般性的可能,有助于探索事物的内在联系,在探索事物的表达方法、揭题思想和研究方法等方面都发生了深刻的变化,也由此揭开了代数篇章。
6.鼓励学生大胆尝试,创造乘法口诀。切身体会乘法口诀简洁、规范、朗朗上口的特点,了解历史,理解意义,感受我国古代劳动人民的聪明才智。
7.引导学生尝试用算式表征平均分的过程,通过算式表征的再创造过程,培养学生的创新意识,同时在不断的交流中比较,突出算式所表达的现实含义。
8.乘法计算过程也可以看作计数单位的累加过程,理解运算的本质,凸显计算的一致性与计算方法的多样性。
9.“倍”知识的生长点是几个几,关注的是标准量的份数,要先找到标准量,再圈出份数,在头脑中形成清晰的“乘法结构”。
10.平行四边形的面积是学生首次用转化的方法来探索图形的面积公式,是促进学生空间观念发展,渗透转化、变与不变等数字思想方法的关键课。在学生凭借直观演示,初步判断计算公式后,紧接着要安排验证活动,“是不是任意一个平行四边形通过剪拼的方法都能转化乘长方形,且面积也相等呢?”引导学生体会数学结论的严谨性和确定性。
11.分类是收集、整理、描述数据的基础,是统计中最基础、最重要的一环,又是发展学生思维能力的重要途径。关键要让学生理解分类的意义,掌握分类计数的方法,学会表达分类计数的结果,完整体验分类的全过程,感受数据中蕴含的信息。
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审核:洪 鹃
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