“平行四边形的性质”同课异构的分析及教学启示

Analysis of “Parallelogram Properties” Heterogeneity in the Same Class and Teaching Implications

摘要: 同课异构作为教学研究活动，有利于教师的专业成长，有利于学生的多元发展。本研究以三节“平行四边形的性质”同课异构课为例，分析对比三位教师的课堂教学过程，发现三位教师在教学流程、时间分配上大致相同；都重视合情推理和演绎推理；但教师的教学亮点各不相同：教师A以数学思想方法贯穿整个课堂，教师B将信息技术灵活的运用到课堂，教师C注重学生在课堂上的纠错。因此，得出对中学数学教学的启示：从单元整体角度进行教学设计，多用启发式提问法；融入信息技术的运用，适当游戏化作业设计；不要害怕学生犯错误，让“错误”在课堂中绽放。

Abstract: As a teaching and research activity, the heterogeneity of the same class is conducive to the professional growth of teachers and the diversified development of students. This study takes three heterogeneous courses of “The Nature of Parallelograms” as examples, analyzes and compares the classroom teaching process of the three teachers, and finds that the three teachers have roughly the same teaching process and time allocation; they all pay attention to plausible reasoning and deductive reasoning. However, teachers’ teaching highlights are different: Teacher A runs through the entire classroom with mathematical thinking methods, Teacher B flexibly applies information technology to the classroom, and Teacher C focuses on students’ error correction in the classroom. Therefore, the enlightenment for middle school mathematics teaching is drawn: design teaching from the perspective of the unit as a whole, and use heuristic questioning methods; integrate the application of information technology, and properly design gamified assignments; don’t be afraid of students making mistakes and let the “mistakes” bloom in the classroom.