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2023年11月30日,寿光市汇文学校小学部组织全体数学教师,共同学习了山东省小学数学“新课标 新课堂”系列研讨活动统计教学研讨会。
","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":"22b1fb92d604d2adef7a248cd5646c2c"},"img_del":0,"img_height":1126,"img_size":117,"img_url":"https://ss-mpvolc.meipian.me/users/9592564/e9ce04a2255e431bf60884e6d5c32f4c__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/dXNlcnMvOTU5MjU2NC9lOWNlMDRhMjI1NWU0MzFiZjYwODg0ZTZkNWMzMmY0Y19fanBnLmhlaWM=/nickname/c21pbGU=/userid/OTU5MjU2NA==/sign/1dd76b319e7b05e4f3e259ecac729f28"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"190fd93b742f1de835c049e460b95b01"},"img_del":0,"img_height":1126,"img_size":104,"img_url":"https://ss-mpvolc.meipian.me/users/9592564/70eb716a4a9d51a2e419100d030511bc__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/dXNlcnMvOTU5MjU2NC83MGViNzE2YTRhOWQ1MWEyZTQxOTEwMGQwMzA1MTFiY19fanBnLmhlaWM=/nickname/c21pbGU=/userid/OTU5MjU2NA==/sign/1dd76b319e7b05e4f3e259ecac729f28"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"26aef0c21f9176d31ed5a75b1f1a8db5"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"会议开始,首先由山东省教科院徐云鸿老师介绍了统计教学的“新”与“旧”,介绍了山东省小学数学统计教学研究历程经历的三个阶段。
","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":"425dedff785ef868ed65b43b1fa2e5f7"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"上午第一节课是由滕州市实验小学的朱丽颖老师执教《平均数》的课堂教学。
活动一,初步认识平均数:朱老师从运动员的小组得分情况入手,让同学们算出小组总分,思考如何才能代表运动员的水平,进而引出平均数表示的意义。同时通过具体得分让学生明白平均数反映一组数据的总体情况,但不能代表其中某个个体的情况。平均数可以用移多补少和先总后分的方式算出,其中移多补少只适用于数据较少的情况,先总后分则都能适用。而且得分数据相同时可以比较总数,不同时要比较平均数。
活动二,进一步理解平均数:与实际生活想联系,再一次对平均数的含义和算法加深了了理解和认识。理解平均数的虚拟性、敏感性和区间性。
","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":"fc3e374c4db888652bd532d68ad83115"},"img_del":0,"img_height":702,"img_size":38,"img_url":"https://ss-mpvolc.meipian.me/users/9592564/9ce0c3280503642c010b75a986ec20ae__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/dXNlcnMvOTU5MjU2NC85Y2UwYzMyODA1MDM2NDJjMDEwYjc1YTk4NmVjMjBhZV9fanBnLmhlaWM=/nickname/c21pbGU=/userid/OTU5MjU2NA==/sign/1dd76b319e7b05e4f3e259ecac729f28"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"2191e0ca334af00641b56fdaed28d9d1"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"上午第二节是由青岛西海岸新区太行山路小学管群老师执教的《平均数》课堂教学+说课。
管群老师让学生观察7号、8号同学在篮球练习赛中的得分情况统计表,来判断哪位同学的投篮水平更好。学生利用移多补少和先总后分的方法来计算这几场练习赛的平均得分,进而引入这个反映整体水平的数就是平均数。接下来又探讨了平均数的三个特性:代表性、敏感性和趋中性。联系生活,文化拓展,我国古代《周易》和《周髀算经》中就有关于移多补少的相关记载,外国凯特勒提出用平均数代表一组数据的整体水平。最后通过数据调查“小学平均睡眠时间为7.65小时,但是国家有关规定小学生每天睡眠时间应达到10小时”这一生活实例来教育引导学生要合理安排时间保证睡眠。
最后管群老师从教材分析、学情分析、教学目标、教法学法、教学过程、板书设计6各方面进行了说课。
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通过投篮情境图引出问题“谁的命中率高”,引导学生关注生活实际,然后开展百分数基础知识的教学,关注百分数在日常生活中的应用,后又从实际问题“怎样制订跳绳标准”出发,经历“收集数据——制订标准——分享交流”过程,在学生初步体会达标率的过程中巧妙融入统计图,使学生在直观中感受部分与整体的关系,并在不断的表达、讨论、交流、探究中逐渐把握达标线的确立以及达标率的求取,给孩子们空间,学习启发,发散思维,归纳推理研究了成活率、命中率、合格率等,发挥了学生的主动性,充分体现了学生的主体和教师的主导作用,让学生感悟百分数的统计意义。教学过程环环相扣、层层递进,串联旧知与新知的关系,
最后,于老师从四个方面进行说课:1.缘起:百分数的新身份“统计量”缘起,百分数的新身份“统计量”。2.溯源:百分数的产生与发展。3.辨析:寻找“数认识”到“统计量”的中间地带。4.践行:让百分数的认识更有统计味。借助一系列的数学文化、趣味活动为载体,让每一个学生真正走进数学,同时学校致力搭建数学文化传播平台,让学生感受数学的乐趣,发现数学的奥秘,激发学习数学的兴趣,展现思维的风采。
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于静华老师首先概括了“统计与概率”的主要内容,包括统计、概率。统计又包含数据分类及数据的收集、整理与表达;概率指随机现象发生的可能性。与老师的讲座共分为4部分:
1.钻研课标,目标统领,深刻领悟。基于课程标准分析核心素养:数据意识。
","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":"90afa4cdf576ad04d823d2c4e72bf3bb"},"img_del":0,"img_height":684,"img_size":250,"img_url":"https://ss-mpvolc.meipian.me/users/9592564/14138226a1138f65fa9ecaeb49dfe25e__png.heic","img_width":1286,"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/dXNlcnMvOTU5MjU2NC8xNDEzODIyNmExMTM4ZjY1ZmE5ZWNhZWI0OWRmZTI1ZV9fcG5nLmhlaWM=/nickname/c21pbGU=/userid/OTU5MjU2NA==/sign/1dd76b319e7b05e4f3e259ecac729f28"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"7e5a7fa7aefbce10071e4ce114bc0fcc"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"2.数学文化,探寻脉络,聚焦本质。教师要首先了解所教主题的历史,这是教学前需要做的准备工作。平均数具有代表性,虚拟性,敏感性,区间性,公平性。
","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":"1c8350d46e972aec71db56f5b7575faa"},"img_del":0,"img_height":674,"img_size":322,"img_url":"https://ss-mpvolc.meipian.me/users/9592564/486866b08b2b4321dfc494b0755bc9ce__png.heic","img_width":1278,"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/dXNlcnMvOTU5MjU2NC80ODY4NjZiMDhiMmI0MzIxZGZjNDk0YjA3NTViYzljZV9fcG5nLmhlaWM=/nickname/c21pbGU=/userid/OTU5MjU2NA==/sign/1dd76b319e7b05e4f3e259ecac729f28"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"d965f97cebda25cffe12b90a91961d54"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"3.追根溯源,聚焦本质,确定路径。统计学的研究依赖于对数的感悟,甚至是对一堆看似杂乱无章的数的感悟。通过对数据的归纳整理、分析判断,可以发现其中隐藏的规律。因为可以用各种方法对数据进行归纳整理、分析判断,所以得到的结论也可能是不同的。而且,我们很难说哪一种方法是对的,哪一种方法是错的,我们只能说,能够更客观地反映实际背景的方法要更好一些。
","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":"bbb812239da23cfb068692dbbb3face8"},"img_del":0,"img_height":682,"img_size":587,"img_url":"https://ss-mpvolc.meipian.me/users/9592564/6aedf9f505388fedf8071ba8edb8bdd5__png.heic","img_width":1254,"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/dXNlcnMvOTU5MjU2NC82YWVkZjlmNTA1Mzg4ZmVkZjgwNzFiYThlZGI4YmRkNV9fcG5nLmhlaWM=/nickname/c21pbGU=/userid/OTU5MjU2NA==/sign/1dd76b319e7b05e4f3e259ecac729f28"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"073665adeccd2574d8a95951366e978c"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"4.学业要求,前测后测,精准评价。
","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":"70b7594337a494a4ee62d6b9fb990086"},"img_del":0,"img_height":632,"img_size":439,"img_url":"https://ss-mpvolc.meipian.me/users/9592564/1a2c19e003e2b77fdd13469474fa4e2c__png.heic","img_width":1226,"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/dXNlcnMvOTU5MjU2NC8xYTJjMTllMDAzZTJiNzdmZGQxMzQ2OTQ3NGZhNGUyY19fcG5nLmhlaWM=/nickname/c21pbGU=/userid/OTU5MjU2NA==/sign/1dd76b319e7b05e4f3e259ecac729f28"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"3db0c21abf277571cbb0ab0d064c2ae3"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"肖捷文老师:《凸显百分数统计意义,培养数据意识——百分数单元教学设计思考与实践》
新课标将百分数从“数与代数”领域划入“统计与概率”领域。百分数的教学主要体现以下几方面:何为百分数的统计意义?与百分数传统意义的区别和联系是什么?教学中如何处理百分数的统计与非统计意义?统计意义的具体表现是什么?学生理解百分数统计意义的价值是什么?如何设计活动使学生感悟和理解百分数的统计意义?
单元教学目标的设计经历以下几个阶段:1.分析课标提炼单元大概念,初步形成学习结果,在百分数的教学中要引导学生知道百分数是两个数量倍数关系的表达,可以表达确定数据,是其数学意义,可以表达随机数据是其统计意义。2.分析教材确定教材地位,调整学习目标。通过纵横比较找到知识的内在一致性,挖掘单元中隐含的思想方法。3,分析学情调整行为条件,精准确定学习目标,通过课标和教材分析学生的认知基础,设计前侧调研题目了解学生。最终确定学习目标3.0。
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单元评价活动设计,围绕四个问题:评什么;怎样评:怎么衡量评价好坏;按什么路径设计评价。
","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":"62276e83b2a0c051ddfb0aa0a106ed69"},"img_del":0,"img_height":532,"img_size":384,"img_url":"https://ss-mpvolc.meipian.me/users/9592564/85cbae1b46019e45805673fcd02246c7__png.heic","img_width":1072,"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/dXNlcnMvOTU5MjU2NC84NWNiYWUxYjQ2MDE5ZTQ1ODA1NjczZmNkMDIyNDZjN19fcG5nLmhlaWM=/nickname/c21pbGU=/userid/OTU5MjU2NA==/sign/1dd76b319e7b05e4f3e259ecac729f28"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"ec1609528021bdba91367289a84ca3b8"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"曹培英教授的专家报告:《怎样落实课标——以数据意识及其培养为例》
","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":"812f7951ae42cb382f83efc934c7e944"},"img_del":0,"img_height":452,"img_size":254,"img_url":"https://ss-mpvolc.meipian.me/users/9592564/2672afaeedf2121279eeeffc324c10ce__png.heic","img_width":692,"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/dXNlcnMvOTU5MjU2NC8yNjcyYWZhZWVkZjIxMjEyNzllZWVmZmMzMjRjMTBjZV9fcG5nLmhlaWM=/nickname/c21pbGU=/userid/OTU5MjU2NA==/sign/1dd76b319e7b05e4f3e259ecac729f28"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"f583778099549a319cce71761a0f2e20"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"曹培英教授提出:统计学是与数学并列的一级学科。数学是理想化的,只有对错之分;统计是现实化的,具有好坏之分。面对新课标,我们该如何如何学好它,用好它呢?曹教授给我们的建议是:结合已有的生活经验,加深入反思。
曹培英教授主要从“统计”的概述、“数据意识”的解读、怎样培养“数据意识”三个方面作了分享。
在“统计”的概述中,从社会背景、历史轨迹和育人价值三个方面,以“数据意识”为纲领,串联出抽象意识(统计的眼光)、推理意识(统计的思维)、模型意识(统计的语言),辅以一个个生动而鲜活的教学实例,进行了精彩而丰富的阐述。
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曹教授的专业引领与精准指导,让老师们对“数据意识“既有了整体把握,又有了深入认识,在如何培养”数据意识“方面有更多更深刻的思考与体会,激励着老师们在学习新课标、培育核心素养之路上砥砺深耕,共研共进。
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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":"425dedff785ef868ed65b43b1fa2e5f7"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"上午第一节课是由滕州市实验小学的朱丽颖老师执教《平均数》的课堂教学。
活动一,初步认识平均数:朱老师从运动员的小组得分情况入手,让同学们算出小组总分,思考如何才能代表运动员的水平,进而引出平均数表示的意义。同时通过具体得分让学生明白平均数反映一组数据的总体情况,但不能代表其中某个个体的情况。平均数可以用移多补少和先总后分的方式算出,其中移多补少只适用于数据较少的情况,先总后分则都能适用。而且得分数据相同时可以比较总数,不同时要比较平均数。
活动二,进一步理解平均数:与实际生活想联系,再一次对平均数的含义和算法加深了了理解和认识。理解平均数的虚拟性、敏感性和区间性。
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管群老师让学生观察7号、8号同学在篮球练习赛中的得分情况统计表,来判断哪位同学的投篮水平更好。学生利用移多补少和先总后分的方法来计算这几场练习赛的平均得分,进而引入这个反映整体水平的数就是平均数。接下来又探讨了平均数的三个特性:代表性、敏感性和趋中性。联系生活,文化拓展,我国古代《周易》和《周髀算经》中就有关于移多补少的相关记载,外国凯特勒提出用平均数代表一组数据的整体水平。最后通过数据调查“小学平均睡眠时间为7.65小时,但是国家有关规定小学生每天睡眠时间应达到10小时”这一生活实例来教育引导学生要合理安排时间保证睡眠。
最后管群老师从教材分析、学情分析、教学目标、教法学法、教学过程、板书设计6各方面进行了说课。
","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":"a0e8e5fb1b247fb67ced62e1f37f13bc"},"img_del":0,"img_height":676,"img_size":53,"img_url":"https://ss-mpvolc.meipian.me/users/9592564/8c928b89366b01c7515871337256ea1e__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/dXNlcnMvOTU5MjU2NC84YzkyOGI4OTM2NmIwMWM3NTE1ODcxMzM3MjU2ZWExZV9fanBnLmhlaWM=/nickname/c21pbGU=/userid/OTU5MjU2NA==/sign/1dd76b319e7b05e4f3e259ecac729f28"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"1879c374695059ee5676c8b651930d30"},"img_del":0,"img_height":692,"img_size":59,"img_url":"https://ss-mpvolc.meipian.me/users/9592564/90067d0c12c2653653b45c6f2521f30d__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/dXNlcnMvOTU5MjU2NC85MDA2N2QwYzEyYzI2NTM2NTNiNDVjNmYyNTIxZjMwZF9fanBnLmhlaWM=/nickname/c21pbGU=/userid/OTU5MjU2NA==/sign/1dd76b319e7b05e4f3e259ecac729f28"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"560f52a1a2d6d527a5bcafcff5ff9077"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"上午第三节来自淄博市桓台县第四小学的于新星老师的《百分数》课堂教学+说课。
通过投篮情境图引出问题“谁的命中率高”,引导学生关注生活实际,然后开展百分数基础知识的教学,关注百分数在日常生活中的应用,后又从实际问题“怎样制订跳绳标准”出发,经历“收集数据——制订标准——分享交流”过程,在学生初步体会达标率的过程中巧妙融入统计图,使学生在直观中感受部分与整体的关系,并在不断的表达、讨论、交流、探究中逐渐把握达标线的确立以及达标率的求取,给孩子们空间,学习启发,发散思维,归纳推理研究了成活率、命中率、合格率等,发挥了学生的主动性,充分体现了学生的主体和教师的主导作用,让学生感悟百分数的统计意义。教学过程环环相扣、层层递进,串联旧知与新知的关系,
最后,于老师从四个方面进行说课:1.缘起:百分数的新身份“统计量”缘起,百分数的新身份“统计量”。2.溯源:百分数的产生与发展。3.辨析:寻找“数认识”到“统计量”的中间地带。4.践行:让百分数的认识更有统计味。借助一系列的数学文化、趣味活动为载体,让每一个学生真正走进数学,同时学校致力搭建数学文化传播平台,让学生感受数学的乐趣,发现数学的奥秘,激发学习数学的兴趣,展现思维的风采。
","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":"aef62ba7639e89f144f05760144c3e8e"},"img_del":0,"img_height":592,"img_size":47,"img_url":"https://ss-mpvolc.meipian.me/users/9592564/eb86683b26ee7c5f1e07a824e52db2ca__jpg.heic","img_width":1270,"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/dXNlcnMvOTU5MjU2NC9lYjg2NjgzYjI2ZWU3YzVmMWUwN2E4MjRlNTJkYjJjYV9fanBnLmhlaWM=/nickname/c21pbGU=/userid/OTU5MjU2NA==/sign/1dd76b319e7b05e4f3e259ecac729f28"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"94dfa55c45312eb95c05ca657362c1fd"},"img_del":0,"img_height":514,"img_size":21,"img_url":"https://ss-mpvolc.meipian.me/users/9592564/82ebd6fc9451262ce96a2369623c7944__jpg.heic","img_width":874,"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/dXNlcnMvOTU5MjU2NC84MmViZDZmYzk0NTEyNjJjZTk2YTIzNjk2MjNjNzk0NF9fanBnLmhlaWM=/nickname/c21pbGU=/userid/OTU5MjU2NA==/sign/1dd76b319e7b05e4f3e259ecac729f28"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"25a4d425b714408db715ff992cfd501c"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"于静华老师《聚焦概念本质,发展数据意识》
于静华老师首先概括了“统计与概率”的主要内容,包括统计、概率。统计又包含数据分类及数据的收集、整理与表达;概率指随机现象发生的可能性。与老师的讲座共分为4部分:
1.钻研课标,目标统领,深刻领悟。基于课程标准分析核心素养:数据意识。
","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":"90afa4cdf576ad04d823d2c4e72bf3bb"},"img_del":0,"img_height":684,"img_size":250,"img_url":"https://ss-mpvolc.meipian.me/users/9592564/14138226a1138f65fa9ecaeb49dfe25e__png.heic","img_width":1286,"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/dXNlcnMvOTU5MjU2NC8xNDEzODIyNmExMTM4ZjY1ZmE5ZWNhZWI0OWRmZTI1ZV9fcG5nLmhlaWM=/nickname/c21pbGU=/userid/OTU5MjU2NA==/sign/1dd76b319e7b05e4f3e259ecac729f28"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"7e5a7fa7aefbce10071e4ce114bc0fcc"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"2.数学文化,探寻脉络,聚焦本质。教师要首先了解所教主题的历史,这是教学前需要做的准备工作。平均数具有代表性,虚拟性,敏感性,区间性,公平性。
","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":"1c8350d46e972aec71db56f5b7575faa"},"img_del":0,"img_height":674,"img_size":322,"img_url":"https://ss-mpvolc.meipian.me/users/9592564/486866b08b2b4321dfc494b0755bc9ce__png.heic","img_width":1278,"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/dXNlcnMvOTU5MjU2NC80ODY4NjZiMDhiMmI0MzIxZGZjNDk0YjA3NTViYzljZV9fcG5nLmhlaWM=/nickname/c21pbGU=/userid/OTU5MjU2NA==/sign/1dd76b319e7b05e4f3e259ecac729f28"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"d965f97cebda25cffe12b90a91961d54"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"3.追根溯源,聚焦本质,确定路径。统计学的研究依赖于对数的感悟,甚至是对一堆看似杂乱无章的数的感悟。通过对数据的归纳整理、分析判断,可以发现其中隐藏的规律。因为可以用各种方法对数据进行归纳整理、分析判断,所以得到的结论也可能是不同的。而且,我们很难说哪一种方法是对的,哪一种方法是错的,我们只能说,能够更客观地反映实际背景的方法要更好一些。
","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":"bbb812239da23cfb068692dbbb3face8"},"img_del":0,"img_height":682,"img_size":587,"img_url":"https://ss-mpvolc.meipian.me/users/9592564/6aedf9f505388fedf8071ba8edb8bdd5__png.heic","img_width":1254,"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/dXNlcnMvOTU5MjU2NC82YWVkZjlmNTA1Mzg4ZmVkZjgwNzFiYThlZGI4YmRkNV9fcG5nLmhlaWM=/nickname/c21pbGU=/userid/OTU5MjU2NA==/sign/1dd76b319e7b05e4f3e259ecac729f28"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"073665adeccd2574d8a95951366e978c"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"4.学业要求,前测后测,精准评价。
","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":"70b7594337a494a4ee62d6b9fb990086"},"img_del":0,"img_height":632,"img_size":439,"img_url":"https://ss-mpvolc.meipian.me/users/9592564/1a2c19e003e2b77fdd13469474fa4e2c__png.heic","img_width":1226,"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/dXNlcnMvOTU5MjU2NC8xYTJjMTllMDAzZTJiNzdmZGQxMzQ2OTQ3NGZhNGUyY19fcG5nLmhlaWM=/nickname/c21pbGU=/userid/OTU5MjU2NA==/sign/1dd76b319e7b05e4f3e259ecac729f28"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"3db0c21abf277571cbb0ab0d064c2ae3"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"肖捷文老师:《凸显百分数统计意义,培养数据意识——百分数单元教学设计思考与实践》
新课标将百分数从“数与代数”领域划入“统计与概率”领域。百分数的教学主要体现以下几方面:何为百分数的统计意义?与百分数传统意义的区别和联系是什么?教学中如何处理百分数的统计与非统计意义?统计意义的具体表现是什么?学生理解百分数统计意义的价值是什么?如何设计活动使学生感悟和理解百分数的统计意义?
单元教学目标的设计经历以下几个阶段:1.分析课标提炼单元大概念,初步形成学习结果,在百分数的教学中要引导学生知道百分数是两个数量倍数关系的表达,可以表达确定数据,是其数学意义,可以表达随机数据是其统计意义。2.分析教材确定教材地位,调整学习目标。通过纵横比较找到知识的内在一致性,挖掘单元中隐含的思想方法。3,分析学情调整行为条件,精准确定学习目标,通过课标和教材分析学生的认知基础,设计前侧调研题目了解学生。最终确定学习目标3.0。
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单元评价活动设计,围绕四个问题:评什么;怎样评:怎么衡量评价好坏;按什么路径设计评价。
","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":"62276e83b2a0c051ddfb0aa0a106ed69"},"img_del":0,"img_height":532,"img_size":384,"img_url":"https://ss-mpvolc.meipian.me/users/9592564/85cbae1b46019e45805673fcd02246c7__png.heic","img_width":1072,"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/dXNlcnMvOTU5MjU2NC84NWNiYWUxYjQ2MDE5ZTQ1ODA1NjczZmNkMDIyNDZjN19fcG5nLmhlaWM=/nickname/c21pbGU=/userid/OTU5MjU2NA==/sign/1dd76b319e7b05e4f3e259ecac729f28"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"ec1609528021bdba91367289a84ca3b8"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"曹培英教授的专家报告:《怎样落实课标——以数据意识及其培养为例》
","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":"812f7951ae42cb382f83efc934c7e944"},"img_del":0,"img_height":452,"img_size":254,"img_url":"https://ss-mpvolc.meipian.me/users/9592564/2672afaeedf2121279eeeffc324c10ce__png.heic","img_width":692,"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/dXNlcnMvOTU5MjU2NC8yNjcyYWZhZWVkZjIxMjEyNzllZWVmZmMzMjRjMTBjZV9fcG5nLmhlaWM=/nickname/c21pbGU=/userid/OTU5MjU2NA==/sign/1dd76b319e7b05e4f3e259ecac729f28"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"f583778099549a319cce71761a0f2e20"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"曹培英教授提出:统计学是与数学并列的一级学科。数学是理想化的,只有对错之分;统计是现实化的,具有好坏之分。面对新课标,我们该如何如何学好它,用好它呢?曹教授给我们的建议是:结合已有的生活经验,加深入反思。
曹培英教授主要从“统计”的概述、“数据意识”的解读、怎样培养“数据意识”三个方面作了分享。
在“统计”的概述中,从社会背景、历史轨迹和育人价值三个方面,以“数据意识”为纲领,串联出抽象意识(统计的眼光)、推理意识(统计的思维)、模型意识(统计的语言),辅以一个个生动而鲜活的教学实例,进行了精彩而丰富的阐述。
","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":"12c342687e205ec33aedb5ff3b98942b"},"img_del":0,"img_height":1126,"img_size":119,"img_url":"https://ss-mpvolc.meipian.me/users/9592564/6458ba3f31c3d739fcc991ba97dfd58c__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/dXNlcnMvOTU5MjU2NC82NDU4YmEzZjMxYzNkNzM5ZmNjOTkxYmE5N2RmZDU4Y19fanBnLmhlaWM=/nickname/c21pbGU=/userid/OTU5MjU2NA==/sign/1dd76b319e7b05e4f3e259ecac729f28"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"6abc3cf0d45b6c6752396f7de622882c"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"在“数据意识”的解读中,曹教授通过对比2011版课标和2022版新课标中的“数据意识”,从“学生”和“教师”的不同角度出发,进行了详细地解读分析。从“学生”的角度,课标给予学生的“一杯水”,要求他们知道统计的过程,感悟数据蕴含的信息;知道统计的不同方式,进行按需选择;知道数据的随机性,发现其中的规律。从“教师”的角度,课标要求储备“一桶水”,要求教师从知识技能、思想观点和价值观三个层面,在课堂教学中注意树立整体观、随机观和相对观。在一个个教学实例中,听课教师们或深入思考,或感同身受,或引以为戒。
","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":"5848cc8bec2e12dfe93f0c033436a359"},"img_del":0,"img_height":1126,"img_size":149,"img_url":"https://ss-mpvolc.meipian.me/users/9592564/ce9328f6e7e4af671841a27d8cbbf71d__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/dXNlcnMvOTU5MjU2NC9jZTkzMjhmNmU3ZTRhZjY3MTg0MWEyN2Q4Y2JiZjcxZF9fanBnLmhlaWM=/nickname/c21pbGU=/userid/OTU5MjU2NA==/sign/1dd76b319e7b05e4f3e259ecac729f28"},{"audio_del":0,"audio_music_id":0,"ext":{"unique_id":"cddea2ba693822a64ee956da8be5aafd"},"img_del":0,"location_del":0,"sectionPublished":false,"sell_del":0,"source":0,"text":"在怎样培养“数据意识”中,曹教授带来了七个“锦囊妙计”:1.让学生亲历统计活动的过程;2.让学生亲近数据、感悟数据;3.开发课内外统计活动的资源;4.体会统计的真实价值;5.挖掘问题的统计内涵;6.加强读图分析的教学;7.合理选择数据表达方式。以案例为着力点,曹教授深入浅出的讲解让老师们积极思考、收获满满。
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曹教授的专业引领与精准指导,让老师们对“数据意识“既有了整体把握,又有了深入认识,在如何培养”数据意识“方面有更多更深刻的思考与体会,激励着老师们在学习新课标、培育核心素养之路上砥砺深耕,共研共进。
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