我一直喜欢用数据说话,这样更清楚,更易于分析。因此,对于杨曦敏老师、于鸿儒两位老师所展示的“克和千克”这节课,我也希望通过这样的量表和大家共同欣赏、分析并进一步探究同课异构带给我们的思考。根据上面的量表,我们可以清晰地感受到两位教师在教学中相同和不同的地方。我们能够看到,两位教师对于同一节课教学目标的定位、教学方法的选择、突破重难点所采用的策略基本上都是相同的。只是在些许细节上稍有不同而已,我想,这是我们同课异构所期望看到的——教材不变,知识点不变,所以大环节也不会有太大变化。但如果我们只是看到这些,我想,研课的真正目的也就失去了意义。因此,就这两节课,我想我们是不是也应该思考这样一个问题: I always like to speak with data, so it is clearer and easier to analyze. Therefore, for Yang Xi-min and Yu Hongru’s two teachers, I also hope that through such a scale, I can appreciate, analyze and further explore the heterogeneous brought to you by the same class Thinking. According to the above scale, we can clearly feel the two teachers in the same teaching and different places. We can see that the strategies adopted by the two teachers for basically locating the same teaching objectives, selecting teaching methods and breaking through the difficulties and difficulties are basically the same. Just a little difference in details only, I think this is what we are expected to see the same class heterogeneous - teaching the same, the same point of knowledge, so the big link will not have much change. But if we just saw these, I think the true purpose of the research class would lose its meaning. Therefore, in these two lessons, I think we should and should think about such a question: