春有百花秋有月，夏有凉风冬有雪，若无闲事挂心头，便是教研好时节。为了提升数学教师的教学实践能力，准确把握教学方向，加快教师专业成长步伐，4月16日上午，我校邀请了包河区前教研室主任刘昌福老师来我校观摩指导了三位一年级老师的课堂教学。

There are hundreds of flowers in spring, moon in autumn, cool breeze in summer and snow in winter, and it is a good time for teaching and research if there are no idle matters hanging over your head. In order to enhance the teaching practice ability of mathematics teachers, accurately grasp the direction of teaching, and accelerate the pace of professional growth of teachers, on the morning of 16th April, our school invited the director of the former teaching and research office of the Baohu District, Mr. Liu Changfu, to observe and guide the classroom teaching of the three first-grade teachers in our school.

 

杨老师立足于学生已有的知识，从立体图形出发，从直观、可感受的立体图形中抽象出平面图形，通过描画图形、图片分类、创意拼搭等活动融合跨学科知识，提升学生综合素养。学生在层层递进的解谜活动中感悟“从体到面”的抽象过程，体会到学习数学的乐趣，感受到生活处处有数学。

Based on students’ existing knowledge, Ms. Yang started from three-dimensional shapes, abstracted plane shapes from intuitive and palpable three-dimensional shapes, and integrated cross-disciplinary knowledge through activities such as tracing shapes, classifying pictures, and creative collage to enhance students’ comprehensive literacy. Students can feel the abstract process of “from three-dimensional to flat” in the progressive puzzle solving activities, experience the fun of learning mathematics, and feel that there is mathematics everywhere in life.

 

同样是一年级的认识图形，涂老师从立体图形球球的鲜花不见了，到底是谁拿走了它的花这一背景展开，孩子们循迹识人，最终找到真相。涂老师在授课过程中十分重视对学生观察能力、表达能力、动手能力以及合作意识的培养，共设置了“画一画”、“说一说”、“找一找”、“拼一拼”四个环节，学生在活动过程中快速找出了长方形、正方形、三角形和圆这四个平面图形的特点，高效、精准地突破本节课的教学重难点。

Also in P1, Ms. Tu started from the background that the three-dimensional figure of the ball has lost its flowers and who has taken them away, and the children followed the traces to identify the person and eventually found the truth. In the course of teaching, Ms. Tu attached great importance to the cultivation of students’ observation ability, expression ability, hands-on ability and sense of cooperation, and set up four links, namely, “drawing”, “talking”, “finding” and “piecing”. Students quickly identified the characteristics of the four plane shapes – rectangle, square, triangle and circle – during the activity, breaking through the key teaching points of the lesson efficiently and accurately.

杨老师以一段数学回忆为导入，开启了四年级解决问题的策略的探究之旅。通过了解题意、画图、读图、解答检验和回顾反思五层次，将复杂的数学问题变得简单直观。整节课紧扣新课标对应要求，在一次次的师生互动、生生互动中，落实“会用数学的眼光观察现实世界、会用数学的语言表达现实世界，会用数学的思维思考现实世界”这三大核心素养。

Introduced by a mathematical recollection, Ms. Yang started the journey of exploring problem-solving strategies in P4. Through the five levels of understanding the meaning of the problem, drawing the diagram, reading the diagram, answering the test and reviewing and reflecting, she made complex mathematical problems simple and intuitive. The whole lesson closely follows the corresponding requirements of the new standard, and in the teacher-student and student-student interactions, the three core qualities of “observing the real world with mathematical vision, expressing the real world with mathematical language, and thinking about the real world with mathematical thinking” are implemented.

 

 

三位老师的课程结束后，刘昌福老师对三位老师的课堂给予了充分的肯定，同时也针对三位老师的授课提出了建设性意见。他指出小学低年级课堂组织教学、培养良好的学习习惯是重中之重，同时注重感悟与表达的过程，而中高年级课堂可利用认知冲突激发学生的学习动机，借助数学工具寻找、归纳出解决问题的方法，并在实际问题中加以应用，培养学生好的思维习惯，让学生学会学习。

After the three teachers’ lessons, Mr. Liu Changfu gave full recognition to the three teachers’ classes and also put forward constructive comments on the three teachers’ lessons. He pointed out that the organisation of teaching and cultivation of good learning habits in the lower primary classroom is the most important thing, and at the same time focus on the process of perception and expression, while the middle and upper primary classrooms can make use of cognitive conflict to stimulate students’ motivation to learn, and with the help of mathematical tools to find and summarise ways of solving problems and apply them to practical problems, cultivate students’ good habits of thinking, and let students learn to learn.

“教”以研心，“研”以致远，在新课程理念、新课标要求的背景下，协和双语学校会在专业化教研之路上继续砥砺前行、大胆创新，不断深化课程主题意义、落实数学核心素养，为每一位学生的成长持续赋能。

“Teaching” is based on research, and “research” is based on the future. Against the background of the new curriculum concept and the requirements of the new curriculum standard, SUIS Hefei Campus  will continue to forge ahead on the road of professional teaching and research, boldly innovate, deepen the significance of the theme of the curriculum, implement the core mathematical literacy, and continue to empower the growth of every student.

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