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近年来以高中数学知识为背景的中考试题频频出现,这类试题重理解轻记忆,起到了考查学生理解能力和应用能力的作用,体现了“终身学习”的理念,且“题海战术”对这类试题难以奏效.命题者如何处理这类问题呢.常见有两个方式.视角一由简单情形到一般情形渐进式提出命题.例1(2010年莱芜)已知:C_3~2=(3×2)/(1×2)=3,C_5~3=(5×4×3)/(1×2×3)=10,C_6~4=(6×5×4×3)/(1×2×3×4)=15,…,观察上面的计算过程,寻找规律并计算C_(10)~6=____.解析观察运算式子会发现分子分母中因数的个
In recent years, high school mathematics knowledge as the background of the senior high school entrance examination papers frequently appear, such questions re-understand light memory, played a test of students' ability to understand and use of the role, embodies the concept of “lifelong learning Tactics ”is difficult to work on such questions. Proposition how to deal with this kind of problem. There are two common ways. Perspective from a simple case to the general situation propositions. Case 1 (2010 Laiwu) known: C_3 ~ 2 = 3 × 2/1 × 2 = 3, C_5~3 = 5 × 4 × 3/1 × 2 × 3 = 10, C_6~4 = (6 × 5 × 4 × 3 ) / (1 × 2 × 3 × 4) = 15, ..., observe the above calculation process, look for the law and calculate C_ (10) ~ 6 = ____. Analytical operation will find the numerator and numerator denominator of a