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2004年10月下旬,中国教育学会中学数学教学专业委员会分别在郑州和福州举办了全国中学数学中青年教师课堂教学评比与观摩活动。内蒙古自治区有6位教师(初中4位,高中2位)参加了说课评比,结果均获得一等奖。他们的说课有新意、有特点,受到观摩教师的一致好评。特别是初中,说的都是义务教育《课程标准》实验教材,既体现了课程改革倡导的教学理念,又发挥了实验教材的重大优势。具体来说,6节说课的共同特点是(1)教学内容生活化,都是中学生身边的数学,听起来亲切,接受起来容易,学习兴趣高涨;(2)教学理念更新化,课堂教学从学生实际出发,着眼于学生的全面发展,充分发挥学生独立自主、自我探究的学习气氛。教师的教是为了学生的学,让学生在轻松愉快的环境中接受知识,增长才能;(3)教学方法多样化,观察法、实验法、探究法,分析归纳法等并举,有讲有练,动手操作。通过过程的体验,获得有意义的结论。提倡合作交流,但坚持独立思考,凡是学生能独立完成的学习任务,教师绝不包办代替,也不组织集体讨论;(4)教学安排层次化。荷兰数学教育家弗赖登塔尔认为,数学学习是有层次的,数学教学是帮助学生不断地从低一层次向高一层次发展的过程,并且每一层次都不能跳过。六位教师的说课开始都安排了直观触摸的学习材料,让学生通过游戏
In late October 2004, the Chinese Academy of Education Secondary Mathematics Teaching Committee held the national classroom teaching evaluation and observation activities for middle-aged and young teachers of mathematics in Zhengzhou and Fuzhou respectively. In Inner Mongolia Autonomous Region, 6 teachers (4 in junior high school and 2 in high school) participated in the class assessment, and all the results received the first prize. They said that the class had new ideas and characteristics and was praised by the teachers. In particular, junior middle school students are talking about the “Course Standards” experimental textbook for compulsory education, which not only embodies the teaching philosophy advocated by the curriculum reform, but also exerts the major advantages of experimental teaching materials. Specifically speaking, the common characteristics of the 6 sessions are: (1) The teaching content is alive, all of them are mathematics around the middle school students. It sounds warm, easy to accept, and has a high interest in learning; (2) The teaching concept is updated, and the classroom teaching is from students. Starting from reality, we focus on the overall development of students and give full play to the learning atmosphere of students’ independence and self-inquiry. The teacher’s teaching is for students’ learning, so that students can accept knowledge and increase their ability in a relaxed and pleasant environment; (3) diversification of teaching methods, observation methods, experimental methods, inquiry methods, analysis and induction methods, etc. , hands-on operation. Through the process of experience, get meaningful conclusions. Advocate cooperation and exchanges, but insist on independent thinking. Any task that students can complete independently, the teacher will never be included in the substitution, nor will they organize a group discussion; (4) The teaching arrangement will be layered. The Dutch math educator Freidenthal believes that mathematics learning is hierarchical, and mathematics teaching is a process that helps students continuously develop from a lower level to a higher level, and each level cannot be skipped. The six teachers’ lectures are arranged with intuitive touch learning materials for students to pass the game.