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几何图象直观生动,容易被学生接受,它可以起到形数结合,沟通不同部分知识的作用。对于如何加强图象教学,笔者通过教学实践,在此谈一点体会,我认为教学中应由浅入深,逐步培养学生利用图象来研究和解决有关数学问题的兴趣和能力。利用图象的问题在教学中应由浅入深逐步进行,先是描点作图,然后让学生从图象上观察其特征:图象的范围如何?上升还是下降?有无对称轴、对称中心?经过什么特殊点?图象与坐标轴相交、相切、相离,还是以坐标轴为渐近线?等等。只有善于观察图象的特征,才有条件用图象法处理数学问题。例如要比较0.5~(1/2),0.5~(3/4)
Geometry images are vivid and intuitive, and are easily accepted by students. It can be used as a combination of shapes and numbers to communicate the effects of different parts of knowledge. As for how to strengthen the teaching of images, the author discusses a bit of experience through teaching practice. I think that teaching should proceed from shallow to deep, and gradually train students to use images to study and solve the interest and ability of mathematics problems. The problem of using images should be gradually introduced from the shallow to the deep. First, draw a sketch, and then let the students observe the characteristics of the image: how the image range rises or falls? Is there an axis of symmetry or a symmetrical center? What special point is the image intersecting with the axes, tangent, detached, or is it asymptote to the axis? Only by being good at observing the characteristics of the image can we be able to use the image method to deal with mathematical problems. For example, to compare 0.5~(1/2), 0.5~(3/4)