《字母不等式的说错练习》教学课例评析（This is an example of the wrong practice of the alphabet）.docVIP

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《字母不等式的说错练习》教学课例评析（This is an example of the wrong practice of the alphabet）.doc

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《字母不等式的说错练习》教学课例评析（This is an example of the wrong practice of the alphabet）

《字母不等式的说错练习》教学课例评析（This is an example of the wrong practice of the alphabet） An analysis of teaching examples of wrong practice of letter inequality From: baoshan teaching and research network Textbook: east China normal university press advanced middle school textbook mathematics first semester P24 Class: grade one (2) Time: 2004.10.18 Coaching: Shanghai tonghe middle school/liu yuhua Design background In this lesson, the author fully considers the particularity and difficulty of the chapter about the letter inequality in teaching. Before this textbook, letter to discuss the problem is appeared in the equation, which avoids solving a inequality is not appear in the content of the letter, the combination of the content of the two for students, formed a relatively special teaching units. For us ordinary middle school students, in this stage, students should not only skill and familiar with the discussion of the type of letters method established in the process of related knowledge ability, and to overcome the past in the preliminary study of the letter type to discuss feelings of frustration and fear, learning difficulties are often more, one of the most outstanding two problems are: one, to type letters contained in the meaning of the vague; Second, the discussion or discussion is often neglected in the processing of letter coefficients. Hence the high level of error rate. Learning content in this section is the one big difficulty of the high school mathematics teaching, the importance of its status is self-evident, the basic meaning of mathematics alphabet variables will be in this section of the deep and incisively and vividly, and high school curriculum is hard to find out more letters than its connotation in teaching the gripper. Based on the above consideration, this course aims to break through the traditional teaching methods, curriculum reform ideas are embodied by the mathematical wrong teaching method, the formation of a free dialogue between teachers and