《认识不等式》说课稿(国外英文资料).doc

《认识不等式》说课稿(国外英文资料).doc

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《认识不等式》说课稿(国外英文资料)

《认识不等式》说课稿(国外英文资料) Collect it yourself Mistakes are inevitable For reference only If there are any mistakes Please correct me! thank you Understanding inequality 1 textbook analysis The status and role of the textbook The main content of this chapter is the unitary inequality and its simple application Its after the one-dollar equation and the study of the binary system Another teaching of mathematical modeling ideas It is important to further explore the quantity relation of real life, to train the students to analyze and analyze the problem and solve the problem ability It is also the foundation for learning the quadratic equation, function, and further learning inequality The application of a dollar inequality in real problems To further enhance the students knowledge of mathematics and mathematics To understand the value and meaning of mathematics; Equality and inequality are two important aspects of the relationship The inequality is the inequality It is an important part of the basic knowledge of algebra It is widely used in solving practical problems 1.2 textbook content In this lecture, we introduce the concept of inequality and the concept of the solution to the inequality Its the import of inequality Through instance introduction Make students fully realize the importance and necessity of learning inequality To arouse their desire for knowledge; Experience, the process of perception formation Get the students to correctly grasp the essential characteristics of the inequality Form the concept of In order to further study the nature, solution and simple application of the inequality, it will serve as a prelude 3 study analysis (1) the students knowledge of the unequal relationships and the size of the quantity of the actual life Its been known in elementary school (2) the students have preliminarily abstracted the mathematical model from the actual problem And return to the actual problem explanation and test mathematical modeling ability (3) the students h

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