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    华琴主页 >> 文章 >> 听课笔记 >> 浏览信息《慎用传统教具》

    听课笔记 | 评论(5) | 阅读(1994)
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    星期五   晴天 
    主题 慎用传统教具

    慎用传统教具

     

    在越来越多的老师选择用多媒体课件来辅助教学的当下,我们极易忽视并冷落传统教具,将其束之高阁,积灰极厚,却无人问津。回想我们过去的课堂教学,曾几何时,这些传统教具在辅助课堂教学,引导学生认识新知方面曾发挥了举足轻重的作用。

     

    是不是有多媒体辅助教学,传统教具就完全没有市场了呢?答案是显而易见的否定。今天在本校听了一节数学课,学习内容是《圆柱体的体积》。课上,教者就利用传统教具—圆柱体模型,通过演示,帮助学生看清楚圆柱体是怎样转化成长方体的,圆柱体与转化成的长方体有什么关系,进而探究圆柱体的体积怎样计算等等。教者在讲台上演示时,学生看的很投入,尤其是第一遍演示时,教室里鸦雀无声,37双眼睛齐刷刷的看向老师,效果可谓说很好。

     

    但综观整个演示过程,也存在一些不尽如人意的地方。例如,教者前后一共演示了3次,从演示的次数来看,已是足够,但从演示的效果来看,还做得不够,稍加改进,还可以做得更好。首先,教者在每次演示之前,均没有向学生明确观察的注意事项及所需解决的问题,只是一而再,再而三的提醒学生认真看,究竟要看什么,却没有讲清楚。虽说,教者在演示过程中,一再说明演示步骤,但观察的指向性还是不够明确。

     

    其实,教者可在第一次演示之前,布置学生思考:

     

    1)圆柱体怎样切开?再怎样拼?

     

    2)拼成了一个什么样的形体?

     

    交流结果后,再组织学生观察第二次演示,演示之前照例要先出示观察中需解决的问题:

     

    1)圆柱体怎样转化成长方体?

     

    2)长方体与圆柱体有什么关系?

     

    最后,再组织学生第三次观察演示,需要让学生明确下列问题:

     

    1)为什么要把圆柱体转化成长方体?

     

    2)圆柱体的体积怎样计算?为什么这样计算?

     

    既然应用传统教具,就应充分预设每一次演示,学生需要重点观察的方面和角度及需要通过观察思考解决的问题,将教具用到位,用彻底。每次观察,都应有不同的目的;每次观察,都应比前面的观察能够发现更多,以避免再多演示,再多观察,都只是前面一次的机械重复,学生不能从演示中有目的的发现规律,只会越看越无趣,越看越不以为然,这对保持学生的学习积极性和学习热情无疑是有妨碍的。还以圆柱体转化成长方体为例,实际通过演示,不仅要让学生看到圆柱体是怎样转化成长方体的,还要使学生看到长方体是怎样恢复到圆柱体的,使学生形成互相转化的意识,建立科学的实验方法、演示方法,培养理性探究的习惯和全面看待问题的心向。

     

    从教育的角度出发,教者在课堂上的一举一动,一言一行,都应该有所指,有寓意,否则就是对学生宝贵学习时间的浪费,是对学生,这一学习主体的漠视和不尊重,是绝对不允许的。所以,传统教具需要用一用,但怎样用,却是需要慎重对待的问题。要通过精心设计问题和教学环节,使传统教具的光彩重新焕发,不可替代、不可摒弃的作用重新得到体现,得到重视。

     

    华琴 发表于:2011-3-11 9:27:50

    评论 学习《慎用传统教具》一文

    值得学习和借鉴,谢谢!
    卢红梅 发表于:2011-3-15 22:18:21

    评论 

    因为上课前,上课老师给我看过他准备用的课件,可是实际上课时,却没有用,诧异之下,我就在思考这个问题,才有了这篇博文,谢谢您与我产生共鸣!

    华琴 发表于:2011-3-16 14:38:27

    评论 

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    天命传承者 发表于:2011-4-20 11:15:13

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