一节好的数学课堂,往往不是一蹴而就的,它鲜亮的背后是老师的精雕细琢,它植根于老师不断的思考和追问,是老师经历着欲罢不能,欲破无解的思维困境后,最终获得教学灵感的结晶。这是教师“磨课”的痛苦历程,更是“磨人”的必经之路。教师正是在这种“折磨”中获得成长,实现自我的超越。数学课堂正是在这样的“研磨”中实现高效与优质。今年要在一个市级教研活动中执教苏教版四年级下册的《用数对确定位置》。我原先采用传统的教学方法执教,教师不断抛出问题, A good mathematics classroom, often not a one-way, behind the bright is the teacher’s crafted, it is rooted in the teacher constantly thinking and questioning, is the teacher experience can not stop, want to break the thoughtless predicament, Finally, the crystallization of teaching inspiration. This is the teacher “grinding class ” painful course, but also “grinding people ” the only way. It is in this kind of “torture” that teachers gain growth and achieve self-transcendence. It is in such a “math class” that math classes achieve high efficiency and quality. This year in a municipal teaching and research activities to teach the fourth grade of the Sujiao version of the “number to determine the location.” I originally used the traditional teaching methods coaching, teachers continue to throw problems,