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笔者在“椭圆的性质”概念教学设计时做了以下六个“一”方式进行处理,收获甚好,现与读者分享。1案例呈现1.1一条主线笔者自始至终以“神舟七号”飞船为线索组织课堂。——开头,教师:2008年9月,我国宇航员乘坐“神舟七号”飞船,成功飞越了太空,实现了中国人第一次太空行走。猜想“神舟七号”飞船的运行轨迹是什么呢?学生1:椭圆。学生2:为什么不是线段?学生3:因为起飞过程中没有爆炸,不会是线段(其他学生笑)。
The author in the “oval nature” concept teaching design to do the following six “a ” approach to processing, the harvest is very good, and readers are now sharing. 1 case presents a 1.1 The main line I throughout the “Shenzhou VII ” spacecraft as a clue to organize the classroom. - Beginning, Teacher: In September 2008, Chinese astronauts flew over space with the “Shenzhou VII” spacecraft, realizing the first Chinese spacewalk. Guess what “Shenzhou VII” spacecraft running track is what? Student 1: oval. Student 2: Why is not the line segment? Student 3: Because there is no explosion during the take-off, it will not be a line segment (other students laugh).