回顾多次磨课的过程,我深深地体会到:好课多磨。第一,教学设计要删繁就简,以提高效率为目的第一次说课时,我先让学生拼插平面图形,让学生回想研究平面图形的方法,进而让学生利用知识的迁移,来学习立体图形的知识。但在让学生拼插立体图形时,孩子们只插成了平面图形,不知怎样变成立体图形,针对此,我及时地修改了教学设计,把拼插长方体由课上转为课下,作为课前活动,这样就节省了课上操作的时间。第一次试讲时,有拆分长方体的活动,本意想通过拆分长方体来感知决定长方体形状、大小的因素。可是学生在拆分时,大多数对至少保留几条棱还能想象出原来长方体的形状不理 Review the process of grinding course, I deeply understand: a good lesson more grinding. First, to shorten the teaching design to Jane, to improve efficiency for the first time that class, I let the students spell interpolation plane graphics, so that students think back to the study of graphic graphics, and then allow students to use the transfer of knowledge to learn three-dimensional graphics know how. However, when the students spell inserted three-dimensional graphics, the children are only inserted into a flat graphics, I do not know how to become a three-dimensional graphics, in response to this, I promptly revised the teaching design, the spelling cubes from class to class, as Pre-class activities, thus saving time in class operations. The first trial, the activities of the split cuboid, the original idea by splitting the cuboid to perceive the shape and size of the box to determine the factors. However, when the students in the split, most of at least keep a few edges can imagine the shape of the original rectangular parallels