论文部分内容阅读
这一课的教学特色 ,主要体现在如下的四个“自主”上 :让学生“自主提出问题”——以等比数列类比等差数列 ,类比地提出问题 ;通过特例的观察、比较 ,归纳地提出问题 .“自主探索”——先是模仿讨论等差数列时的思路 ,试图解决等比数列的类似问题 ;遇到什么困难就解决什么困难 .“自主反思”——自己判断解决得正确与否 ;大思路对否 ,细节上有何处须予以补究 .“自主修正”——自己原先提出的问题若解决不了 ,想一想 :怎样修改一下就可以得出新的结论呢 ?这样的探究 ,不就是数学能力的体现么 !
The teaching characteristics of this lesson are mainly reflected in the following four “autonomy”: allowing students to “problemically ask questions”—a series of equal numbers, analogous to the differences, etc., to ask questions in an analogy; through observations, comparisons, and inductions of special cases. To ask questions. “Self exploration” - first imitate the idea of discussing equal numbers, try to solve similar problems with equal numbers, and solve any difficulties encountered. “Autonomous reflection” - correct judgments No; if the big idea is true, details must be addressed. “Autonomous revision” - if one cannot solve the original question, think about it: How can one come to a new conclusion? Is inquiry, not the embodiment of mathematics ability?