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近日,我们备课组就新课程中的函数单调性一节的教学,开展了“二课三反思”的教育行动研究,通过多次的上课实践、同伴讨论、反思改进,感觉到这节课越上越好,教师也由此得到了很大进步.1 第一次教学设计(1)观察函数 y=x~2的图象.(2)引导学生发现图象的变化规律(升降情况).(3)学生总结,教师概括,得出增函数的自然语言描述.(4)教师直接给出增函数的数学定义.同伴讨论:关于第一次教学设计,有不同的意见,争论的焦点是要不要进行定义发生的过程教学,尤其是自然描述的数学化过程,又在具体教学中怎样进行操作?一种意见认为高考中只要求会求函数的单调
Recently, our lesson preparation group conducted a study of educational actions on the monotony of functions in the new curriculum, and conducted this educational action study through repeated class practice, peer discussion and reflection improvement, and felt this section The better the class, the better the teachers have made.1 The first instructional design (1) Observe the image of the function y = x ~ 2. (2) Guide the students to discover the variation of the image (3) The students summarize and summarize the teachers to get the natural language description of the increasing function (4) The teacher gives the mathematical definition of the increasing function directly.Participant Discussion: Regarding the first instructional design, there are different opinions and controversies Is to define the occurrence of the process of teaching, especially the natural description of the mathematical process, but also in the specific teaching how to operate? One opinion that the college entrance examination only asks for the monotony of the function