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折叠图形题目的求解是立体几何教学中的一个难点,因为解此类题,学生不但要具有空间想象能力而且还应有较强的识图和构造图形的能力,为了突破这一教学难点,我在课堂上采取了如下教学三步曲,即指导学生动手做模→指导学生画直观图→指导学生造解三角形。在整个教学活动中还注意知识讲授的梯度,遵循由特殊到一般的原则,逐步把问题引向深入,取得了较为满意的教学效果。下面采撅二例加以说明。例1长方形ABCD中 AB=4cm,AC=
The solution to the problem of folding graphics is a difficult point in the teaching of solid geometry, because solving such questions, students must not only have the ability of spatial imagination but also have the ability to recognize and construct graphics. In order to overcome this teaching difficulty, I In the classroom, the following three-step teaching method was adopted, namely, guiding students to do manual mode → guiding pupils to draw visual pictures → guiding students to create triangles. In the whole teaching activity, attention is also paid to the gradient of knowledge teaching. Following the principle of special to general, the problem is gradually introduced to the depth and satisfactory teaching effects are achieved. Here are two examples to illustrate. Example 1 Rectangular ABCD AB=4cm, AC=