缘起虽然从教二十多年,但真正接触北师版六年级新教材还是第一次,每次在备课时都会习惯性地请教老同事这样那样的问题。在备六下“实践活动”时,我提出了“这个实践活动有哪些研究和探索的价值?”、“怎么合理安排4个活动?”这样的问题。得到的回答是:计算太繁琐,没上;设计意图不错,让学生积累侧面积相同的圆柱体体积不一定相同的活动经验;虽然可以使用计算器计算结果,但是担心一旦提及计算器,以往的麻烦又会重现,考虑利弊我还是没有执行计 Although the origin of teaches more than two decades, but the real contact with the sixth grade new textbook for the first time, each time in the preparation of the class will always consult old colleagues like that kind of problem. In the preparation of six “practice activities”, I put forward “What is the value of this practice activities and research ”, “How to arrange four activities?” Such questions. The answer is: calculation is too complicated, not on; design intent is good, so that students accumulate the same side of the cylinder volume is not necessarily the same experience of the activities; although you can use the calculator to calculate the results, but once mentioned calculator, The troubles will reproduce, considering the pros and cons I still have no implementation plan