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以问题引领的方法,通过设疑、铺垫、对比、探究、解决等一系列环环紧扣的问题,实现问题情境由三维到一维、二维,再到三维的转变,力求使学生能在已有的知识经验基础之上,经历“几何概型”概念形成的过程,并及时深化巩固概念,即以概念的初探、形成、深化、巩固为一条隐形的主线贯穿课堂活动的始终.1教学过程设计1.1新课引入,问题提出同学们,大家最近有没有关注新闻呢?爆发于美洲的寨卡病毒现在逐渐在欧洲和东南亚等地
Through the method of problem-solving, we can achieve a series of transformation from the three-dimensional to the one-dimensional, the two-dimensional to the three-dimensional by setting a series of questions that are closely linked to the environment, such as doubts, bedding, contrast, inquiry and solution, Based on the existing knowledge and experience, the process of forming the concept of “geometric generalization” is undergone, and the concept of consolidation is promptly deepened. That is to say, the conceptualization, formation, deepening and consolidation into an invisible main line runs through the classroom activities. 1 Teaching Process Design 1.1 Introduction of New Courses, Questions Ask students, have you noticed any news recently? The Zika virus that broke out in the Americas is now gradually emerging in Europe and Southeast Asia