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":2169,"series_id":43,"theme_id":43},"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":"更新于 2023-10-16","current_time":1743823382,"font_name":"","rcmd_meipian":0,"hide_article_link":0,"from_wechat":false,"topk_keywords":[{"name":"教学","score":0.337745},{"name":"课时","score":0.162229},{"name":"目标","score":0.156545},{"name":"解析","score":0.122277},{"name":"数学","score":0.118217},{"name":"内容","score":0.101032},{"name":"设计","score":0.098875},{"name":"问题","score":0.08863},{"name":"学生","score":0.08248},{"name":"分析","score":0.077983}],"music_name":"","origin_status":0,"password_v2":"","font_id":0,"title_style":"","rich_text_title":"","enable_download":1,"cover_thumb":"https://static2.ivwen.com/users/296159750/b2c04667cbb3f0bdfcaa6f4e5ba39c86.jpg-thumb2","has_video":false,"gift_switch":1,"enable_watermark":0,"content":{"article_id":385730351,"content":[{"ext":{"unique_id":"223f5cf4a33c1a07e4cfbff7125e52d7"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/b25bed1147fde341e66c8d4ba134d894__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"
为深入贯彻习近平总书记关于教育的重要论述和党的二十大精神,坚持立德树人根本任务,落实省委、省委教育工委、省教育厅“深学争优、敢为争先、实干争效”的行动部 署,进一步聚焦课堂教学,发挥课堂教学主渠道作用,打造智慧课堂,落实教学评一致性,促进我省基础教育课堂教学质量的提升,推进基础教育课程改革,为此, 由福建省普通教育教学研究室主办,于2023年9月20日在福建省厦门双十中学学举办“高中数学 ‘集体备课’现场观摩活动”。
","type":1},{"ext":{"unique_id":"a16b2d0c7db954b8b6a7cdecd48d6863"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/7fca7a85401c44ec7d208e23a581ef62__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"23ff5817a68bbde706bff6641b578a07"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/f09ec8d885c6fa60f090f1b89e6119b4__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"ec00c828c651cfe7e1313127b4137de2"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/2de0997608c72e26237754d91cd8c1e8__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"
初备,一般在该内容上课的前两周进行,主要是提出该周的课时教学安排及各个课时的教学设计设想,阐明各个课时的主要任务及各个课时间的承接关系;指出各个课时教学的重、难点,给出课堂教学的“实施”设想——如阐明如何引入新课、将提出哪些促进学生思维的问题,并对学生可能出现的结果提出相应的处理预案;分析教材例题的编排意图并给出实现该意图的措施、提出根据实际将删减或补充的例题及理由;给出课堂巩固性练习及设计意图,并针对学生练习中可能出现的问题提出相应的处理预案;给出将要布置的作业,并阐明各道作业的意图(如:巩固什么知识、检测什么能力、发展什么素养等)。
精备,一般在该教学内容实施的前一周进行,主要是给出经过集备组讨论后达成的教学实施方案,一般以“课件”的形式呈现,着重说明“课
件”的实施要点及实施“课件”的注意事件等。
","type":1},{"ext":{"unique_id":"838bc9fec656b5b704bd2f9c04fb3db1"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/b2c04667cbb3f0bdfcaa6f4e5ba39c86__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":" 厦门双十中学高一数学备课组组长许波主持集体备课现场展示。初备《函数的基本性质》教材分析与教学设想。
","type":1},{"ext":{"unique_id":"d0c80269444c78a25e5d52a6c06db991"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/5796af19bfdc5952362c7b3c03d4d1c7__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"1a394f50ac1d9d87b753803905881716"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/8f19140c0287ea973282c3189b8922ef__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"教学设计由如下内容组成:
一、内容和内容解析;二、目标和目标解析;三、教学问题诊断分析;四、教学支持条件分析;五、课时教学设计。
","type":1},{"ext":{"unique_id":"19c083511634fe2928d195d319fe1211"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/28059ce6bf1694874df7d58c57e2993c__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"一、内容和内容解析
(1)内容:只要列举《课标(2017年版)》中相应单元的内容即可。
(2)内容解析:重点是在揭示概念内涵的基础上,说明概念的核心之所在,并要对概念的地位进行分析,其中蕴含的数学思想和方法要做出明确表述。剖析教学内容所在学习主题的基本结构,剖析其逻辑关系,并对该教学内容在本学习主题的地位、作用作简要分析,揭示其中隐含的学科教育价值及数学核心素养,阐述教学重点,阐明本节课将着重实现的教育值、落实的核心素养。
“内容解析”进一步明确为如下几个方面:①内容的本质,②内容蕴含的数学思想和方法,③知识的上下位关系,④内容的育人价值(着重在数学学科核心素养的发展),⑤阐明本单元教学重点。
","type":1},{"ext":{"unique_id":"f791470ac2f231c5600d444ab6ea902c"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/e95c9826f9886f25147db75c39623be7__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"836d6519e774f0ec0f6a24e5572e1b34"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/a404b27e1ba815e06e970137db1e1d70__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"03c229a344224eb088de854aa848ec3a"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/ad0582eabf7d0d0119f0fec4c9c3c06d__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"133fc5d87ed7dcfa94f7c6704d807688"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/055a0b600f9e24f112f0715938798b01__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"312afdff231e516355b33d8c8d50f89a"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/683439152254496797dce7c93bc73eda__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"de255c2a78e8c2743e53db6b9e392283"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/f24d1bfde2efbeccd49fdf8425e35a53__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"二、目标和目标解析
(1)目标:用“了解”“理解”“掌握”以及相应的行为动词“经历”“体验”“探究”等表述目标。
(2)目标解析:对“了解”“理解”“掌握”以及“经历”“体验”“探究”的含义进行解析。
教学目标是教学设计的“灵魂”。应注意单元教学目标与课时教学目标的内在一致性。单元教学目标是通过一个阶段教学要达到的,而课时教学目标是一个课时要达成的目标;课时目标的积累就成为单元目标的达成。
在解析单元教学目标时,应基于教学内容及其解析,着重解析课标中的“内容与要求”的具体含义。具体操作时,可以与单元教学内容解析相对应,给出学生在学完本单元后在知识、技能、思想方法等方面达到的要求(会做哪些以往不会做的事情)。
","type":1},{"ext":{"unique_id":"758e78213cd4fcc52626fb1b5d87c437"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/7a020d39fcb0ff598dadaed7cce12176__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"1c68b87bdb55a832c52e947ceeda179d"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/175482f24ccf57d5244ed31dfd5fb679__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"890bf730c1769d96d1dd96f6ba667c3f"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/16bf296a76fe13c8ccc9fe6c1dd09402__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"b132af4ce1e867da79c93e4a5950e844"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/ed18ce78ce48f7e7cfb4f41dd95da22d__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"三、教学问题诊断分析
应根据自己以往的教学经验,数学内在的逻辑关系以及思维发展理论,对本内容在课堂教与学的过程中可能遇到的问题与障碍进行预测,并对可能出现障碍的原因进行分析,提出突破疑难问题的策略(过程、方法),在上述分析的基础上给出教学难点。具体的,可以从认知分析人手,即分析学生已具备的认知基础(包括知识、思想方法和思维发展基础),对照教学目标,发现已有基础和目标之间的差异,分析学生学习中可能出现的障碍。
这部分的内容应当做到言之有物,以具体数学内容为载体进行说明。另外,不同的学生会出现不同的问题,需要在分析过程中加以注意。
","type":1},{"ext":{"unique_id":"440ed8795a4fd8ad7764a7490e5b6bda"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/3187123e2e70c0eadea4783c538a3d33__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"3fcb91cd98b41553d424c2e797be3b3e"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/9c1d883c561e8591c57c591040cbb806__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"71708170af9d889e637eb5c0bb869dbc"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/b9910a03ffbd90754afd2c713adbe1b3__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"461846af979c266b3f421f552daf2648"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/c04ed50804fd1b96916fb18728de64dc__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"四、教学支持条件分析
为了有效实现教学目标,要根据问题诊断分析的结果,决定采取哪些教学支持条件,以帮助学生更有效地进行数学思维,使他们更好地发现数学规律。“教学支持条件分析”不做硬性要求,可根据需要设置。当前,可以适当地侧重于信息技术的使用,以构建有利于学生建立概念的“多元联系表示”的教学情境。
","type":1},{"ext":{"unique_id":"10dc269336c62cc85fe952e6278612be"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/2ebfe72112d91a933ad435e81feeb2c0__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"7081f18fa506916deea0c490e93846a3"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/7d6518d9d7e009bc5812f796de3dab30__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"五、课时教学设计
1.课时教学内容。
指本课的数学内容。
2.课时教学目标。
课时教学目标的呈现方式要注意过程与结果的融合、隐性目标与显性目标的融合。具体写作时,可以考虑以下格式:
通过(经历)X,能(会)Y,发展(提髙、体会)Z。
其中X表示数学活动过程,Y表示应会解决的问题(显性目标,主要是具体知识点目标),Z表示数学思想和方法、数学关键能力(隐性目标)。
一堂课的几条目标要对等,下位目标可以在目标解析中阐述。要注意目标的可达成(操作性)、可分解(具体化)和可检测的特性。
课时教学设计中,不必对内容和目标再做解析。
3.教学重点与难点。
“重点”是指本节课中的核心概念及其蕴含的数学思想和方法。
“难点”主要指学生在学习过程中可能遇到的困难和问题。
可以根据以往的教学经验,指出学生在学习本节课内容时可能出现的困难,特别是在理解概念(原理)的过程中可能出现的问题。需要注意的是,重点、难点要落实在“点”上,特别是“难点”要与学生学习的普遍情况相吻合(不能主观臆测),主要以知识点的方式来表现(根据需要也有思想方法、研究方法),直接列出条目即可。
4.教学过程设计
教学过程设计需注意如下问题:
①教学过程的设计就是阐述怎么教,一定要建立在前面诸项分析的基础上,贯彻落实分析结果,做到前后呼应。
②按每课时45分钟安排内容,注意课堂的容量,应以中等学生一节课的容量为标准。
③注意教学过程中练习、习题的难度,围绕目标解析中的要求进行训练,不要偏、难、繁的题目,以中等学生的教学要求为标准。
④对于“问题串”,要具体,强调适切性,不能只照搬教科书中的例题或观察、思考、探究栏目中的问题。要呈现具体的问题情境,通过问题引导学生的思维过程。问题不一定都是“问”,可以根据需要给出引导性陈述。
⑤教学过程设计应注意体现内容特点。例如,基于问题解决的设计,讲授式教学设计,自主探究式教学设计,合作交流式教学设计,等等。
⑥教学过程设计大致可分为“教学环节”“问题”“追问”三个层级。要注意同一层级问题的对等性,使读者可以从“问题串”中归结出本节课的流程。
⑦“问题”呈现的方式:问题—师生活动(预设)—追问—设计意图。
六、教学实践心得
以学科教育价值和学科核心素养为线索,撰写本节教学实践中最有心得的体会。着重阐明教师在实现学科价值及促进数学核心素养的形成与发展方面的思考与预设;阐明在教学实践的过程中,碰到了哪些问题、教师是如何解决的、预设目标的达成度如何等;并对再设计提出改进意见。
七、专家点评
","type":1},{"ext":{"unique_id":"4dc309c1465d4e161aa19f8621bec69e"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/145d21f9997c881ada5ab382ffffb7d0__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"c10188e44b0a6b06d96b2aac1f5c61b9"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/f76119893345739537303f4a73994bf8__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"182e2c966e76f776033f0c6037f69d48"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/25256cf64839111e10e63a69f03ccbc1__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"79dc27bdf710b3c076f2596be4ce7ccb"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/6aaf3d9a2d12598baee3c0196add0e7f__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"ac13ace31d42dbabe2708629a9f2a37d"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/6ecbf7db9def966fdbf9e94df5b02b44__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"f7980d69e4dc0c4c1dd89be13273339a"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/27c27c6733c3da92dbf0e2eeb24bcf9b__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"73e1f621d77e42653420f27b2600d45c"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/cb0c3d373bcf3acc63b1bfd97da329b0__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"71aa7075710244fda8dbed44462c199b"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/81a148f54579381ee589383380cbc9a9__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"8deb7682ac9e65d2c01ec647f543233e"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/b606e208dc199bce836e37d7ccc3c5a2__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"df5b6f6b3c9c397355347bc970b16576"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/24bef990c57524fd9fbc52a1d134adaa__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"0e4ff617a66da9967ea3f0126c758268"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/903cc24c3de1b77496a02e3fdbd38e01__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":" 在初备中双十中学高一数学备课组在组长许波老师带领下,全体成员积极发言,团结协作,按照单元教学设计范式分课时有条不紊,逻辑清晣,专业素养高,总体感觉还是中规中矩。但到了精备环节,确实给人感觉眼前一亮,收获很多,受益很大。通过原设计与修改后两种方案对比,思维火花,思维踫撞就出来了。如函数概念辩析用书本课后练习映射来体现很直观很到位。
","type":1},{"ext":{"unique_id":"ffbfd3910bc80bd6fee6a6913ef767e8"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/7abced5b0d698d7cc44f415a3c6d1d52__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"c41b85027cbe0fe1a47dd9f3c03c9ad5"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/204ec50bf4e695315849d045a9b4647b__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":" 再如,书本P63探究中用已知解析式y=x(10-x)创设问题情境,修改后用钉子数举例很有创意,新颖,思维量大,一下子跳出用面积举例的模式。
","type":1},{"ext":{"unique_id":"afd95044b9697b3545e06eaa08d82b16"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/26ed3af0b8be48d18ed2221e4f7420ef__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"37b2b09a3c68fac2f0f9dad923b8a45e"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/c690c7a8a05f59a9d5b78aefeb9c2d35__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"50a13fd591c56c5476e9ba135566d48b"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/3d7fc5071706a7aff4dfd2ccada5bd86__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":" 这里修改后用表格呈现简洁明了,作为引入既复习的旧知识又突出了重点。
","type":1},{"ext":{"unique_id":"a5928662d77b31ef67c295194b26e9c2"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/9d94d542f2ea455a079a5147985522a8__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":" 修改后充分挖掘例题,用连续的问题串充分调动学生的思维,使学生对函数的概念,定义域,函数值及值域有更深的理解。
","type":1},{"ext":{"unique_id":"680307ac25869bc2661b930ab29a270c"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/1edaa8b813cf0ea789d14574d9914a92__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":" 这次集体备课观摩活动为我们提供了一个互相交流和学习的平台,对于今后如何更有效开展集体备课给我们做了很好的示范。我们将借这次双十中学高一数学集体备课活动举一反三,充分挖掘我校的数学备课组的潜能,在今后教研教学中团结协作,奋发有为,发扬我校数学组“五一先锋岗”的光荣传统,把我们的数学教研氛围和教研水平提到更高的水平!
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","type":1},{"ext":{"unique_id":"a16b2d0c7db954b8b6a7cdecd48d6863"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/7fca7a85401c44ec7d208e23a581ef62__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"23ff5817a68bbde706bff6641b578a07"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/f09ec8d885c6fa60f090f1b89e6119b4__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"ec00c828c651cfe7e1313127b4137de2"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/2de0997608c72e26237754d91cd8c1e8__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"
初备,一般在该内容上课的前两周进行,主要是提出该周的课时教学安排及各个课时的教学设计设想,阐明各个课时的主要任务及各个课时间的承接关系;指出各个课时教学的重、难点,给出课堂教学的“实施”设想——如阐明如何引入新课、将提出哪些促进学生思维的问题,并对学生可能出现的结果提出相应的处理预案;分析教材例题的编排意图并给出实现该意图的措施、提出根据实际将删减或补充的例题及理由;给出课堂巩固性练习及设计意图,并针对学生练习中可能出现的问题提出相应的处理预案;给出将要布置的作业,并阐明各道作业的意图(如:巩固什么知识、检测什么能力、发展什么素养等)。
精备,一般在该教学内容实施的前一周进行,主要是给出经过集备组讨论后达成的教学实施方案,一般以“课件”的形式呈现,着重说明“课
件”的实施要点及实施“课件”的注意事件等。
","type":1},{"ext":{"unique_id":"838bc9fec656b5b704bd2f9c04fb3db1"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/b2c04667cbb3f0bdfcaa6f4e5ba39c86__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":" 厦门双十中学高一数学备课组组长许波主持集体备课现场展示。初备《函数的基本性质》教材分析与教学设想。
","type":1},{"ext":{"unique_id":"d0c80269444c78a25e5d52a6c06db991"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/5796af19bfdc5952362c7b3c03d4d1c7__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"1a394f50ac1d9d87b753803905881716"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/8f19140c0287ea973282c3189b8922ef__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"教学设计由如下内容组成:
一、内容和内容解析;二、目标和目标解析;三、教学问题诊断分析;四、教学支持条件分析;五、课时教学设计。
","type":1},{"ext":{"unique_id":"19c083511634fe2928d195d319fe1211"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/28059ce6bf1694874df7d58c57e2993c__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"一、内容和内容解析
(1)内容:只要列举《课标(2017年版)》中相应单元的内容即可。
(2)内容解析:重点是在揭示概念内涵的基础上,说明概念的核心之所在,并要对概念的地位进行分析,其中蕴含的数学思想和方法要做出明确表述。剖析教学内容所在学习主题的基本结构,剖析其逻辑关系,并对该教学内容在本学习主题的地位、作用作简要分析,揭示其中隐含的学科教育价值及数学核心素养,阐述教学重点,阐明本节课将着重实现的教育值、落实的核心素养。
“内容解析”进一步明确为如下几个方面:①内容的本质,②内容蕴含的数学思想和方法,③知识的上下位关系,④内容的育人价值(着重在数学学科核心素养的发展),⑤阐明本单元教学重点。
","type":1},{"ext":{"unique_id":"f791470ac2f231c5600d444ab6ea902c"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/e95c9826f9886f25147db75c39623be7__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"836d6519e774f0ec0f6a24e5572e1b34"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/a404b27e1ba815e06e970137db1e1d70__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"03c229a344224eb088de854aa848ec3a"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/ad0582eabf7d0d0119f0fec4c9c3c06d__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"133fc5d87ed7dcfa94f7c6704d807688"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/055a0b600f9e24f112f0715938798b01__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"312afdff231e516355b33d8c8d50f89a"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/683439152254496797dce7c93bc73eda__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"de255c2a78e8c2743e53db6b9e392283"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/f24d1bfde2efbeccd49fdf8425e35a53__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"二、目标和目标解析
(1)目标:用“了解”“理解”“掌握”以及相应的行为动词“经历”“体验”“探究”等表述目标。
(2)目标解析:对“了解”“理解”“掌握”以及“经历”“体验”“探究”的含义进行解析。
教学目标是教学设计的“灵魂”。应注意单元教学目标与课时教学目标的内在一致性。单元教学目标是通过一个阶段教学要达到的,而课时教学目标是一个课时要达成的目标;课时目标的积累就成为单元目标的达成。
在解析单元教学目标时,应基于教学内容及其解析,着重解析课标中的“内容与要求”的具体含义。具体操作时,可以与单元教学内容解析相对应,给出学生在学完本单元后在知识、技能、思想方法等方面达到的要求(会做哪些以往不会做的事情)。
","type":1},{"ext":{"unique_id":"758e78213cd4fcc52626fb1b5d87c437"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/7a020d39fcb0ff598dadaed7cce12176__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"1c68b87bdb55a832c52e947ceeda179d"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/175482f24ccf57d5244ed31dfd5fb679__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"890bf730c1769d96d1dd96f6ba667c3f"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/16bf296a76fe13c8ccc9fe6c1dd09402__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"b132af4ce1e867da79c93e4a5950e844"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/ed18ce78ce48f7e7cfb4f41dd95da22d__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"三、教学问题诊断分析
应根据自己以往的教学经验,数学内在的逻辑关系以及思维发展理论,对本内容在课堂教与学的过程中可能遇到的问题与障碍进行预测,并对可能出现障碍的原因进行分析,提出突破疑难问题的策略(过程、方法),在上述分析的基础上给出教学难点。具体的,可以从认知分析人手,即分析学生已具备的认知基础(包括知识、思想方法和思维发展基础),对照教学目标,发现已有基础和目标之间的差异,分析学生学习中可能出现的障碍。
这部分的内容应当做到言之有物,以具体数学内容为载体进行说明。另外,不同的学生会出现不同的问题,需要在分析过程中加以注意。
","type":1},{"ext":{"unique_id":"440ed8795a4fd8ad7764a7490e5b6bda"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/3187123e2e70c0eadea4783c538a3d33__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"3fcb91cd98b41553d424c2e797be3b3e"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/9c1d883c561e8591c57c591040cbb806__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"71708170af9d889e637eb5c0bb869dbc"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/b9910a03ffbd90754afd2c713adbe1b3__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"461846af979c266b3f421f552daf2648"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/c04ed50804fd1b96916fb18728de64dc__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"四、教学支持条件分析
为了有效实现教学目标,要根据问题诊断分析的结果,决定采取哪些教学支持条件,以帮助学生更有效地进行数学思维,使他们更好地发现数学规律。“教学支持条件分析”不做硬性要求,可根据需要设置。当前,可以适当地侧重于信息技术的使用,以构建有利于学生建立概念的“多元联系表示”的教学情境。
","type":1},{"ext":{"unique_id":"10dc269336c62cc85fe952e6278612be"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/2ebfe72112d91a933ad435e81feeb2c0__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"7081f18fa506916deea0c490e93846a3"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/7d6518d9d7e009bc5812f796de3dab30__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"五、课时教学设计
1.课时教学内容。
指本课的数学内容。
2.课时教学目标。
课时教学目标的呈现方式要注意过程与结果的融合、隐性目标与显性目标的融合。具体写作时,可以考虑以下格式:
通过(经历)X,能(会)Y,发展(提髙、体会)Z。
其中X表示数学活动过程,Y表示应会解决的问题(显性目标,主要是具体知识点目标),Z表示数学思想和方法、数学关键能力(隐性目标)。
一堂课的几条目标要对等,下位目标可以在目标解析中阐述。要注意目标的可达成(操作性)、可分解(具体化)和可检测的特性。
课时教学设计中,不必对内容和目标再做解析。
3.教学重点与难点。
“重点”是指本节课中的核心概念及其蕴含的数学思想和方法。
“难点”主要指学生在学习过程中可能遇到的困难和问题。
可以根据以往的教学经验,指出学生在学习本节课内容时可能出现的困难,特别是在理解概念(原理)的过程中可能出现的问题。需要注意的是,重点、难点要落实在“点”上,特别是“难点”要与学生学习的普遍情况相吻合(不能主观臆测),主要以知识点的方式来表现(根据需要也有思想方法、研究方法),直接列出条目即可。
4.教学过程设计
教学过程设计需注意如下问题:
①教学过程的设计就是阐述怎么教,一定要建立在前面诸项分析的基础上,贯彻落实分析结果,做到前后呼应。
②按每课时45分钟安排内容,注意课堂的容量,应以中等学生一节课的容量为标准。
③注意教学过程中练习、习题的难度,围绕目标解析中的要求进行训练,不要偏、难、繁的题目,以中等学生的教学要求为标准。
④对于“问题串”,要具体,强调适切性,不能只照搬教科书中的例题或观察、思考、探究栏目中的问题。要呈现具体的问题情境,通过问题引导学生的思维过程。问题不一定都是“问”,可以根据需要给出引导性陈述。
⑤教学过程设计应注意体现内容特点。例如,基于问题解决的设计,讲授式教学设计,自主探究式教学设计,合作交流式教学设计,等等。
⑥教学过程设计大致可分为“教学环节”“问题”“追问”三个层级。要注意同一层级问题的对等性,使读者可以从“问题串”中归结出本节课的流程。
⑦“问题”呈现的方式:问题—师生活动(预设)—追问—设计意图。
六、教学实践心得
以学科教育价值和学科核心素养为线索,撰写本节教学实践中最有心得的体会。着重阐明教师在实现学科价值及促进数学核心素养的形成与发展方面的思考与预设;阐明在教学实践的过程中,碰到了哪些问题、教师是如何解决的、预设目标的达成度如何等;并对再设计提出改进意见。
七、专家点评
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","type":1},{"ext":{"unique_id":"ffbfd3910bc80bd6fee6a6913ef767e8"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/7abced5b0d698d7cc44f415a3c6d1d52__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"c41b85027cbe0fe1a47dd9f3c03c9ad5"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/204ec50bf4e695315849d045a9b4647b__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":" 再如,书本P63探究中用已知解析式y=x(10-x)创设问题情境,修改后用钉子数举例很有创意,新颖,思维量大,一下子跳出用面积举例的模式。
","type":1},{"ext":{"unique_id":"afd95044b9697b3545e06eaa08d82b16"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/26ed3af0b8be48d18ed2221e4f7420ef__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"37b2b09a3c68fac2f0f9dad923b8a45e"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/c690c7a8a05f59a9d5b78aefeb9c2d35__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":"","type":1},{"ext":{"unique_id":"50a13fd591c56c5476e9ba135566d48b"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/3d7fc5071706a7aff4dfd2ccada5bd86__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":" 这里修改后用表格呈现简洁明了,作为引入既复习的旧知识又突出了重点。
","type":1},{"ext":{"unique_id":"a5928662d77b31ef67c295194b26e9c2"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/9d94d542f2ea455a079a5147985522a8__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":" 修改后充分挖掘例题,用连续的问题串充分调动学生的思维,使学生对函数的概念,定义域,函数值及值域有更深的理解。
","type":1},{"ext":{"unique_id":"680307ac25869bc2661b930ab29a270c"},"img_height":640,"img_url":"https://ss-mpvolc.meipian.me/users/296159750/1edaa8b813cf0ea789d14574d9914a92__jpg.heic","img_width":854,"source_platform":"","splicing_template_id":0,"text":" 这次集体备课观摩活动为我们提供了一个互相交流和学习的平台,对于今后如何更有效开展集体备课给我们做了很好的示范。我们将借这次双十中学高一数学集体备课活动举一反三,充分挖掘我校的数学备课组的潜能,在今后教研教学中团结协作,奋发有为,发扬我校数学组“五一先锋岗”的光荣传统,把我们的数学教研氛围和教研水平提到更高的水平!
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