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课堂教学是一门艺术,如果将一节数学课比喻作一件雕刻艺术品,作为一位雕刻者首先考虑的是什么呢?笔者认为雕刻者更多考虑的是想通过这件雕刻作品,将自己的想法和作品的内涵展现给欣赏的看客,能使看客驻足于自己的作品前面,与雕刻师达到共鸣或从中得到启发,这是雕刻者最大的喜悦。这次温州市的小学数学优质课评比,以“数学概念”教学为主题展开教学和研讨,其中有很多精彩的课带给我们思考与共鸣。比如:钟老师的《分数的意义》演绎得简洁大气,戴老师的《圆的认识》带领学生走进灵动而生成的数学世界,程老师的《长方体的认识》设计如此巧妙而富有新意,学生感受到的是生动而立体的几何世界。纵观这些好课的共同特点,执教老师都无不在挖掘数学概念的内涵,演绎出数学概念的本质味道——让学生主动建构起立体而丰实的数学概念,笔者认为这一观点包括三层含义。
Classroom teaching is an art. If we compare a mathematics lesson with an engraving artwork, what should be considered first as an engraver? I think the more consideration of the engraver is to pass this sculpture, Their own ideas and the content of the works are presented to the admired spectators, enabling the viewer to stop in front of his own works, resonate with or learn from the engraver, which is the greatest joy for the sculptor. The primary and secondary schools in Wenzhou City, the quality of high school competitions, “mathematics concept ” teaching as the theme of teaching and research, of which there are many wonderful lessons to our thinking and resonance. For example, Teacher Chung’s interpretation of “the meaning of the scores” is concise and the atmosphere. The “round understanding” of the teacher leads the students into the maths world which is generated by the smart. Cheng’s “knowledge of cuboid” design is so clever and innovative that students Feel the vivid and three-dimensional geometric world. Throughout the common features of these good lessons, coaching teachers are all trying to dig out the connotation of mathematical concepts to deduce the essence of mathematical concepts - let students take the initiative to construct three-dimensional and abundance of mathematical concepts, I believe that this view includes three meaning.