2022年怎样上好一堂课教学总结 .pdf

怎样上好一堂课一节好课是将简单发挥到极致的课。一节好课是将教师的个性与自身特点尽情展示的课。一节好课是平实中闪烁着亮点的课。一节好课是学生经历了真实的发展变化的课。一节好课是动静相宜，静中生慧的课。一节好课将教学为中心，课堂为中心，课本为中心的教学目标高度整和的课。一堂好课，从学生的表现来看，应是听得专心，思考得认真，活动得积极。教师最难过的事情，莫过于自己讲课时看见有学生恹恹欲睡或呼呼大睡了。那么，要怎样让课堂活跃起来，上好一堂课呢？我认为以下三点很重要。一、备课重在深度1、教参是指南。有些老师备课不喜欢看教学参考书，而是翻看其他的各种资料，我很不赞成，因为这样做难理解知识的形成过程和编者的真正意图。前段时间某市教研室组织了一次小学数学讲课比赛。其中有 5 位老师同上一节课：确定起跑线。这是教研室特意安排的，这种几个人同上一节课的方式叫做同课异构。“确定起跑线”一课是在学生掌握了圆的概念和周长等知识的基础上设计的。通过该活动一方面让学生了解椭圆式田径场跑道的结构，学会确定跑道起跑线的方法；另一方面让学文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4生切实体会到数学在体育等领域的广泛应用。教参上写得很清楚是让老师要帮助学生明确不仅可以通过计算“全长”之差，也可计算“周长”之差得到各跑道起跑线应该相差的距离，两条相邻跑道的差实际是2.5。但是有的老师并没有认真钻研教参，而是一味地要求学生去计算各个跑道的长，从而花费了大量的时间，而收获非常小。因为整节课就在枯燥的计算中过去的，没有把握好重点。作为中青年教师，我们一定要把教参作为教学的必备教学资料，最好在备课前，把教参关于那节的内容通读一遍，再来开始设计教案。我们老师经常会遇到一些争论的教学问题，最后以什么为准？只有教参才能让大家都心服口服。2、教材是例子。我们的教学除开体育课，都有教材。那么怎样使用教材呢？我认为是尊重教材但不应该拘泥于教材。因为教材呈现知识的方式就只有一种，而我们的学生实际又可不相同。我们应该灵活地处理。比如：一年级数学上学期有一个9+几的内容。教材是这样呈现的：小学生开运动会。运来一些饮料分给运动员，问还有多少盒？箱子里装 9 盒，旁边有 4 盒。情境图上呈现了三种算法：把一盒放进去，就是十盒，还有三盒，10+3=13盒，其实这就是凑十法。点数法，一个一个地数。还有接着数数法。从9 往后数，10、11、12、13.那么我们怎样来应用教材呢？就是要记住教材只是呈现知识的例子，而不是真理。而我们有的老师再讲到这节内容时，问学生 9+4=13是怎么想时，学生就想到了凑十法，非常简单。但是老师为文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4了按照教材来讲，他反复地问学生，还可以怎么算。启发来启发去，学生终于知道了点数法和接着数数法。我们来反思一下，这样的教学有作用吗？我们提出计算多样化是为了尊重学生的个体差异，如果有学生这样算的时候，我们不能说他错了。但是如果学生没有提出这些较低层次的方法，我们何必要纠缠不清呢。因为学习数学就是要会用最简单的方法来解决问题。计算的最终目的是要优化的，让学生在比较中发现凑十法的简便，从而逐渐认可并学会使用这种方法。所以，我们在备课时千万不要受教材的限制，我们用教材教，而不是教教材。文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 HP8E5T10P1A1 ZR10R4H5U8I4文档编码:CU1G1K8Q4K8 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