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变式是指在直观过程中,变换作为直观对象的事例,丰富学生的感性知识,变更对象的非本质要素,也就是变更概念中的非本质特征,变换问题的条件和结论,转换问题的形式,内容等,但概念或问题的本质不变.由于高三时间紧,任务重,学生一般只习惯于做题,不善于思考,总结,变通,所以在教学中合理地进行变式教学,对于发展学生的应变能力有显著的提高.一、概念的变式,让学生加深对概念的理解正确地理解概念的内涵和外延是学生解题的关键,而许多的数学概念中往往隐藏着学生容易忽略的关键点,这些容易成为学生解题中的盲点.
Variants are examples of transforming intuitionistic objects in intuitionistic processes, enriching students’ perceptual knowledge and changing non-essential elements of objects, that is, changing extrinsic non-essential features, conditions and conclusions of transformational problems, transformational forms of problems , Content, etc., but the concept or the nature of the problem remain unchanged.As a result of tense third grade, heavy tasks, students are generally accustomed to doing the question, not good at thinking, summed up, flexible, so reasonable teaching in the variant teaching, for the development First, the concept of variation, so that students deepen understanding of the concept Correct understanding of the concept of connotation and denotation is the key to problem solving, and many of the mathematical concepts are often hidden students easily overlooked The key points, these easily become the blind spot in the student problem-solving.