Emphasis on the selection of teaching the concept of teaching strategies-毕业论文翻译.docVIP

Emphasis on the selection of teaching the concept of teaching strategies-毕业论文翻译.doc

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Emphasis on the selection of teaching the concept of teaching strategies-毕业论文翻译

Emphasis on the selection of teaching the concept of teaching strategies Mathematical concepts that students start learning a new knowledge of the start, so the concept of teaching secondary school mathematics teaching is a vital part of it is ‘double-base,’ the core of teaching, learn the correct understanding of mathematical concepts is the premise and foundation of mathematics, while high school mathematics content of the abstract is stronger, more emphasis on understanding the basic concepts of re-creation based on the use of, so to make the students master the basic knowledge and basic skills, first get the students to understand mathematical concepts, not only to ‘know’ , but also ‘know why.’ Teaching the concept, we should be based on the characteristics of different concepts, the use of appropriate teaching strategies, encourage students to actively explore and actively construct new knowledge. First, create situations, in the hands-on experiments in the construction of mathematical concepts Students’ mathematics learning activities should not be limited to receiving, memory, imitation and practice, should have self-exploration, hands-on practice, cooperation and exchange, reading self-study learning. The concept of teaching, we should be based on the teaching content to enable students to actively participate in teaching activities and to enable students in hands-on experiments and gradually explore, understand mathematical concepts. For example, in teaching the concept of this elliptical section, I designed the following in class teaching situation: 1, the introduction of the problem (1) students hands-on with thumbtacks and string to draw a circle and give circle concept. (2 students observe the ‘Shenzhou VI spacecraft,’ in space orbit picture, and think of life in the face of such ‘non-circular circle like’ graphics. More typical cross-section, such as tanker tank (oval, students can draw such graphics? 2, the experimental

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