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探究———建构教学[1]是以“疑问”为中心,学生以接受与探究两种认识方式有机结合而形成的教学认知活动,其模块流程如图所示.寻疑→示疑→探疑→析疑→留疑在解析几何教学时,我发现学生在处理圆锥曲线的有关最值问题,容易受图形的错觉影响;或者利用函数思想解题却忽视定义域,?
Inquiry--Construction teaching [1] is centered on “question”. The students learn cognitive activities that are formed by the combination of acceptance and inquiry. The module flow is shown in the figure. Doubt → Doubt → Probing → Analyze → Suspect In the analytic geometry teaching, I found that the student’s handling of the conic section’s most relevant value problem is easily affected by the illusion of the graph; or using the function idea to solve the problem while ignoring the domain of definition?