论文部分内容阅读
1基本情况1.1授课对象学生来自江阴市一中,基础较好,有一定的自学能力、推理能力及运算能力.学生通过前两节内容的学习,基本上都会运用勾股定理求直角三角形的边长(即在直角三角形中,已知任意两边,可求第三边),并会运用勾股定理的逆定理判定直角三角形.但是大多数学生对勾股定理及其逆定理的认识、应用(尤其是构造适用勾股定理的几何模型)等还属于比较零散、感性的.1.2教材分析所学内容“勾股定理的简单应用”(苏科版《义务
1 Basic situation 1.1 The students of the lecture are from the middle school in Jiangyin City. They have a good foundation and certain self-learning ability, reasoning ability and arithmetic ability. Students will basically use the Pythagorean theorem to find the sides of right-angled triangles through the first two sections. Long (that is, in the right-angle triangle, any two sides are known, the third side is known), and the right-angled triangle will be determined by using the inverse theorem of the Pythagorean theorem. However, most students recognize and apply the Pythagorean theorem and its inverse theorem ( In particular, constructing a geometric model suitable for the Pythagorean theorem, etc.) also belongs to the more fragmented and perceptual .1.2 teaching material analysis content “the simple application of the Pythagorean Theorem” (Suko’s “Obligation”