访友脚印
教学常新，感动常在教学常新，感动常在
课堂教学中，我们常常为学生的精彩发言所感动，整理上一学期长方体和正方体部分的教学反思，截取了其中几个片段，作为佐证。
（一）边教边学
教学长方体和正方体单元之表面积的变化，通过拼拼算算，学习了由若干个完全相同的正方体和长方体拼成一个长方体，表面积会比原来若干个正方体和长方体的表面积之和减少的规律后，请学生拼拼说说：用6个体积是1立方厘米的正方体可以拼成不同的长方体（图略）。哪个长方体的表面积大？大多少？
学生能较快的联想到根据每种长方体的表面积分别比原来的6个正方体的表面积之和减少了几个面的面积来判断，我很高兴，今天刚学的内容，学生能立刻拿来所用，不错！就顺势引导：“共有6个正方体，拼成一个长方体，需要拼几次？”
生一齐告诉我：“需要拼5次。”
我觉得答案已经快到嘴边了，但是我想听学生说出来。可是，学生们却犹疑，不肯讲话了！怎么回事？我很纳闷，也很焦急的问学生：“不是减少10个面吗？怎么不敢肯定呢？”
这时，窦元翔提出了他的质疑：“有一种长方体在拼的时候，拼成了2排，所以减少了14个面的面积。”
我再仔细看看图，谁说不是呢？
好险，差点把错误的结论强行灌输给学生！为避免上述情形再次在教学活动中发生，我真该深入再深入的钻研教材，并怀着一个谦虚宽容的心，在教的过程中，与学生共同学习，教学相长！
（二）让我们向孩子学习
教学长方体和正方体的展开图，当学生将手中的长方体沿棱剪开后，引导学生观察展开图，说一说相对的两个面展开以后，从位置上看，有什么关系？
周文韬很快就发现了他们的位置关系，指出相对的两个面展开后，不会靠在一起，而是被隔开！
这点很重要，正当我为学生敏锐的洞察力所欢呼时，陈雯举手示意，她有话要补充，我还没有来得及表扬周文韬，向同学们强调这个特点的重要性，只得有点扫兴的请陈雯说出自己的发现：我发现，相对的两个面完全相同，因此如果展开图中，相邻的两个面完全相同是不可能的，除非这是个正方体。
说的多好！我怎么没有想到要及时引申，以帮助学生判断哪些展开图能够围成长方体，哪些展开图能够围成正方体呢？
我们真该放下身段，向孩子们学习！
所谓教学相长是也！
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