近日,教研组的同事要去参加市级数学优质课比赛,教学内容是椭圆及其标准方程第一课时.在这节课的教学改进过程中,围绕着课题的引入、椭圆定义的发生、椭圆方程的推导、第二类椭圆标准方程的类比导出、教科书例题的使用、课堂小结的内容方式等环节的教学处理,教研组里展开了激烈的争论,对一些教学环节的处理意见,公说公有理,婆说婆有理,一时争论不息.到底怎样的教学处理比较好?它是否具有相对一定的准则和规律?对于椭圆概念的教学,概念从哪里引入?如何自然地、“再创造”地发生?在第一次教学中,教师一手拿着粗大的香肠,一手拿着闪亮的小刀,吆喝着让学生上台动手斜切香肠,并请大家观看其截面图形,来 Recently, my colleagues in the teaching and research group went to participate in the municipal math quality class competition, teaching content is the first hour of the elliptical and its standard equations.In the teaching improvement process of this class, around the introduction of the subject, the occurrence of the ellipse definition, the elliptic equation The derivation of the second kind of elliptical standard equations, the analogical derivation of the second kind of elliptical standard equations, the use of textbook examples and the way of content in the classroom summary. There are heated debates in teaching and research groups, How to deal with teaching in the end is better? Does it have a relatively certain rules and laws? For the concept of elliptical teaching, where the concept of the introduction? How, naturally, “re-create” In the first teaching, the teacher took a thick sausage in one hand and a shiny knife in the other hand, shouting for the student to practice beating the sausage and invited them to watch the cross-sectional figure