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原本自己设想的方案以失败告终!高一上必修1中学完了《指数函数》,紧接着学习《对数函数》。备课时,计划让学生直接说出对数函数的定义,再借助几何画板,让学生小结对数函数的图像及性质。现在第一个班上,效果一般,学生虽然很快得到对数函数的定义,但是,相关性质不能很好地与指数类比得到!我分析后认为定义没处理好,就直接进入性质,故学生有些被逼无奈地接受!即我的教案不贴近学生,不适合学生。学生已有的认知结构是刚刚学完
The originally conceived program ended in failure! The next higher compulsory 1 finished high school “exponential function”, followed by learning “logarithmic function.” During the lesson preparation, students are expected to speak out the definition of a logarithmic function directly, and then use the geometry drawing board to help students summarize the image and nature of the logarithmic function. Now the first class, the effect is general, although the students quickly get the definition of logarithm function, but the relevant nature can not be very good and exponential analogy obtained! I analyzed that the definition did not handle well, directly into the nature, so the students Some are forced to accept! My lesson plans are not close to students, not suitable for students. The existing cognitive structure of students is just finished