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在教学三角函数后,我们组织学生分小组对一道课本习题进行专题探究(借助图形计算器),并撰写研究报告,进行课堂展示.探究这个问题后觉得意犹未尽,于是对本题进行再拓展、再探究(探究2中的方法均为学生展示的成果),目的是充分发挥课本中“探究.拓展”这类问题的探究功能,引导学生改变学习方式学会探究问题,倡导小组合作学习善于交流思想,诱导学生发散思维培养创新能力.
After teaching the trigonometric function, we organize students to sub-group to a textbook exercises thematic inquiry (with the help of graph calculators), and write research reports, classroom display .To explore this question feel unresolved, so to further explore the problem, and then explore (The method of inquiry 2 is the result of the students’ presentation). The purpose is to give full play to the inquiry function of the questions such as “inquiry. Expansion ” in textbooks, to guide students to change their learning styles, to learn to explore problems, to promote group cooperation learning, to be good at exchanging ideas , Induce students to divergent thinking and cultivate innovative ability.