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对课堂教学的核心问题,早早筹划好启发的层次,应是明智之举.本设计安排的三层次,对于计算问题来说,也是具有一般性的:要计算某个量,可以先问:这个量是随着哪一个量的变化而变化的,它是哪一个量的函数?你是怎样看出来的,这是第一层次的启发问题;再问:具体的猜一猜,它是怎样的一个函数?(与角α的什么三角函数,有怎样的关系)也说一说你这样猜测的理由,这是第二层次的启发问题;最后,第三层次的问题,验证,回顾反思,收获各种副产品.依我看来,一般的启发,都应类似这样地安排好三个层次的启发问题为妥.
For the core issues of classroom teaching, it is wise to plan the level of inspiration early. The three levels of this design arrangement are also general for calculation problems: To calculate a certain quantity, you can first ask: What quantity does the quantity change with, what is the function of which quantity? How do you see it? This is the first level of enlightenment; ask again: What is it like to guess? A function? (what trigonometric function with the angle α, what kind of relationship) also said that you guessed this reason, this is the second level of enlightenment; Finally, the third level of the problem, validation, retrospective, harvesting Various kinds of by-products. In my opinion, general enlightenment should be similar to the arrangement of three levels of enlightenment issues.