论文部分内容阅读
义务教育数学第三册第二单元,安 排了直线和线段这两个概念的教学,要通过实际操作,初步让学生建立直线和线段的表象,知道直线是“直”的,线段是直线的一部分,也是直的。不给直线、线段下定义,只要能判别哪是直线、哪是线段就行。备课时,我发觉教科书上的例题7讲“拿一条线,两个同学把它拉紧,就成一条直线。”插图是两只手已经拉到线的两头了。我想,照这样教学可能有些不妥,为了高年段的后续学习,是否也应孕伏直线是无限长的内涵呢?因而我是这样进行教学的。 一、认识直线。
The third unit of compulsory education mathematics second unit, arranging the two concepts of straight line and line teaching, through practical operation, let the students initially establish the appearance of straight lines and line segments, knowing that the straight line is “straight”, the line segment is a part of the straight line It is also straight. Do not give a straight line, defined under the line, as long as it can determine which is a straight line, which is the line on the line. During the lesson preparation, I found the textbook example 7 says “Take a line and two students straighten it into a straight line.” The illustration is that both hands have been drawn to the ends of the line. I think there may be something wrong with teaching like this. Should we conceive of a straight line as infinity in order to follow up the high school? That is why I teach it in this way. First, recognize a straight line.