教学资源是教学活动的载体。教学资源不是取决于量的多少,而是定位于质的运用。这就需要教师善于挖掘教学资源,做到用活、用好、用巧,让数学课堂因资源而生色。近期观摩“解决问题的策略——倒推”一课,授课老师以一组精简的教学资源,演绎了一幕深刻的数学思考,折射出“‘资源’不在多,有‘内涵’则行”这一朴实的教学资源观,让我感触颇深,回味无穷。现采撷三个片断,与同行一起赏析。片断一:两杯果汁,一次变化,理解“倒推”策略。 Teaching resources is the carrier of teaching activities. Teaching resources do not depend on how much, but on the quality of use. This requires that teachers be good at digging teaching resources, so that they can use their resources to live, use well and skillfully. Recently, we have observed a lesson in solving the problem - a series of leaps and bounds. The lecturer, with a streamlined teaching resource, deduced a profound mathematical thinking that reflects that there are not many resources and there are connotations Line “this simple view of teaching resources, let me feel deep, memorable. Now pick three pieces, together with the appreciation of peers. Piece One: Two glasses of juice, a change, understanding ”Reversal " strategy.