【摘 要】
：
<正>无论是同一现场的"同课异构",还是跨越时空的"十年一课",都是力图通过对同一教学内容的不同实施来进行教育教学研究。理论上讲,教学没有固定模式,而是存在多种姿态和不同
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<正>无论是同一现场的"同课异构",还是跨越时空的"十年一课",都是力图通过对同一教学内容的不同实施来进行教育教学研究。理论上讲,教学没有固定模式,而是存在多种姿态和不同形态。但同时,教学又必须遵循着它固有的原理,追求着共同的价值。这种原理和价值是一切教育的根基与灵魂,对任何教育教学行为的考量只有回到这些"原点"来思考,我们才能正确判断,并清楚地看到前行的路。作为数学老师,我们教的是数学,面对的是儿童,教学就是在数学和儿童之间搭起一座有意
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