指向形象思維與邏輯推理能力的實(shí)踐性作業(yè)——五年級數(shù)學(xué)第二單元長方體（一）

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　　將指向思維發(fā)展的小學(xué)數(shù)學(xué)作業(yè)與實(shí)踐活動相融合，以思維訓(xùn)練為線、典型案例為點(diǎn)，點(diǎn)線結(jié)合，串點(diǎn)成線、以線落點(diǎn)，是小學(xué)數(shù)學(xué)《綜合與實(shí)踐》活動的深化與發(fā)展；尋找學(xué)生的最近發(fā)展區(qū)與潛在發(fā)展區(qū)，激發(fā)學(xué)生的學(xué)習(xí)興趣，使學(xué)生在問題解決的過程中形成數(shù)學(xué)概念，親歷知識的形成過程，提高了學(xué)生分析問題、解決問題的能力，發(fā)展了學(xué)生的“四能”和數(shù)學(xué)形象思維、邏輯推理能力，使學(xué)生“寓學(xué)于做”、“寓學(xué)于樂”，讓學(xué)習(xí)真正發(fā)生，實(shí)現(xiàn)“魚”與“漁”兼得。

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　　指向思維發(fā)展的實(shí)踐性作業(yè)以“發(fā)展思維”為核心，以第二課堂（課后服務(wù)）為載體，以“活動”為形式，突出“四個特性”，即：“知識性”、“趣味性”、“活動性”、“育人性”，實(shí)現(xiàn)師生共同發(fā)展的目標(biāo)。

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我們發(fā)現(xiàn):組合立體圖形的表面積=第一個長（正）方體的表面積+疊加立體圖形的側(cè)面積

　　我們發(fā)現(xiàn):在一個長方體中挖去一個正方體與在一個長方體上放一個正方體的計(jì)算方法是一樣的，都是:原長方體的表面積+挖去或放上去正方體的側(cè)面積??????

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　　踐行“第三課堂”:實(shí)現(xiàn)家校共育，讓學(xué)習(xí)走出校園，走向社會。這樣使第一課堂中遺留的問題在第二課堂中得以彌補(bǔ)，第一、二課堂中的內(nèi)容在第三課堂中得以延伸，“三個課堂”的深度融合充分尊重學(xué)生個體差異、改變教與學(xué)的方式，以“做”促“學(xué)”、以“學(xué)”促“思”，拓寬了課堂的縱深線。

　　一起聆聽我們的講解吧??????

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打結(jié)問題

我們發(fā)現(xiàn):單系絲帶長=2長+2寬+4高+打結(jié)部分的長度

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我們發(fā)現(xiàn):打結(jié)打結(jié)問題

我們發(fā)現(xiàn):雙系絲帶長=（2長+2寬+4高）??2+打結(jié)部分的長度或雙系絲帶長=4長+4寬+8高+打結(jié)部分的長度

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組合立體圖形的表面積

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　　指向思維發(fā)展的小學(xué)數(shù)學(xué)實(shí)踐性作業(yè)將數(shù)學(xué)學(xué)習(xí)與實(shí)踐操作、“三個課堂”深度融合；充分發(fā)揮課后服務(wù)的優(yōu)勢，讓學(xué)生的學(xué)習(xí)由學(xué)校走向社會！

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