最近参与了学校校本培训的实验课活动,其中一节数学活动课给我留下了深刻的印象,内容是苏教版四年级上册《游戏规则的公平性》,整节课的设计,教师以摸球实践活动为中心,以活动中游戏规则的制订和学生实验数据的记录为训练主线,教师将摸球(黄球、白球)次数的数据作为学生活动中输赢的评判标准,学生情趣高涨,课堂气氛热烈。然而,课后静静思量,总感觉课堂“繁华”的背后隐藏着危机,其中的一些教学片段设计,反映了小学数学活动课型设计中的典型错误,有必要摘录 Recently I participated in the school-based school-based experimental class activities. One of the math class activities left a deep impression on me. The contents include the fourth grade of the Sujian version of “fairness of the game rules”, the design of the whole class, As the center of the practice of playing the ball, the rules of the game activities and the experimental data recorded as the main training line, the teacher will touch the ball (yellow ball, white ball) the number of times as the outcome of student activities winning or losing judging criteria, the student interest soaring, Class atmosphere warm. However, after class quietly thinking, always feel the classroom “bustling ” hidden behind the crisis, some of the teaching fragment design, reflects the typical mistakes in the design of primary school mathematics activities, it is necessary to extract