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1设计理念以数学知识为载体,通过探究、推理,建立数学理论,感受数学探究发现和运用的过程,提升思维水平,是设计这节课的基本出发点。多次运用从特殊到一般的研究策略,采用“探究—生成—运用”设计教学流程;由斐波那契的故事,激发学生探究的热情;由几个不能直接用公式求解的方程,唤起学生的直觉——与函数有关,引发函数与方程关系的探究:从常见二次函数出发,探究并生成一般函数的零点概念;在运用
1 design philosophy to mathematical knowledge as a carrier, by exploring, reasoning, the establishment of mathematical theory, experience and discovery of mathematical exploration process and improve the level of thinking is the basic starting point for the design of this lesson. Many times using special-to-general research strategies, using “inquiry-generating-using” to design the teaching process; by Fibonacci’s story to stimulate students’ enthusiasm for inquiry; from several equations that can not be directly solved by formulas, Arouse students’ intuition - and the function, triggering the relationship between the function and the equation: starting from the common quadratic function to explore and generate the concept of the zero point of a general function; in the use of