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《中职数学新课程标准》中关于数学学习提出了如下的观点:“学生学习数学的方式,应从单一、被动的学习方式,向多样化的学习方式转变。其中,现实、有趣、自主探索以及合作交流和操作实践的数学学习活动应该成为数学学习的主要方式。学生学习的过程不是学生被动地吸收课本上的现成结论,而是学生亲自参与生动的思维活动,经历实践和创新的过程。”图形计算器为学生动手实践、自主探索与合作交流搭建了一个平台,学生在实验、观察、猜测、验证、推理与交流等数学活动中,形成对数学知识的理解和有效的学习策略。本例提供的是学生利用多媒体对“函数y=Asin(ωx+?)的图象”进行的实验探究过程。在探究参数A、ω、?对y=Asin(ωx+?)图象的影响时,由于内容较为抽象,老师用传统的方法难以帮助学生理解,因此,笔者试图借助多媒体,采用实验探究法来帮助学生掌握图象变换的本质。
The new curriculum standard of secondary vocational mathematics put forward the following viewpoints on mathematics learning: “The way students learn mathematics should change from single and passive learning modes to diversified learning modes, in which reality, fun and self-exploration And mathematics learning activities of cooperation and exchange and practice should be the main way of learning mathematics.The process of student learning is not that students absorb the ready-made conclusions of textbooks passively, but students participate in vivid thinking activities and go through the process of practice and innovation. ”The graph calculator has set up a platform for students to practice, autonomously explore and cooperate and exchange, the student forms the understanding and effective learning tactics of mathematics knowledge in mathematics activities such as experiment, observation, guess, verification, reasoning and exchange. This example provides students with the use of multimedia on the “function y = Asin (ωx +?) Image ” experimental exploration process. In exploring the influence of the parameters A, ω, and y on the image of y = Asin (ωx +?), Because the content is more abstract, it is difficult for the teacher to help the students to understand the traditional method. Therefore, the author tries to use the multimedia and experimental investigation to help Students master the essence of image transformation.