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1设计理念每一个数学模型的产生都有其背景和原因,借助数学知识,渗透数学历史和文化是这节课的基本想法之一。通过给学生创设一个贴近生活的背景,用天平称量物体的质量,引发学生对(a+b)/2和(ab)~(1/2)大小关系的思考。过程中主要采取“设疑—讨论—总结提升”的教学流程,多角度探讨(a+b)/2≥(ab)~(1/2)的发现—证明—应用,让学生感受知识产生发展的过程。以本节数学知
1 design philosophy The emergence of each mathematical model has its background and reasons, with the help of mathematical knowledge, penetration of mathematical history and culture is one of the basic ideas of this lesson. By creating a context in which students live close to life, weighing the mass of the object with a balance triggers students to think about the relationship between (a + b) / 2 and (ab) ~ (1/2). In the process, we mainly take the teaching process of “doubting-discussing-summarizing promotion” and probing the application of “a + b” / 2≥ (ab) ~ Produce a development process. Learn in this section