《因式分解法》教学设计与反思（The factorization law teaching design and reflection）.docVIP

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《因式分解法》教学设计与反思（The factorization law teaching design and reflection）.doc

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《因式分解法》教学设计与反思（The factorization law teaching design and reflection）

《因式分解法》教学设计与反思（The factorization law teaching design and reflection） The factorization law teaching design and reflection Analysis of teaching materials: (a) teaching position: this class is the students learning the basic quadratic equation with one unknown solution and root discriminant on, it has a very important position in the teaching of middle school, learn this lesson, in dealing with the quadratic equation with one unknown problem there will be more, some ideas and methods, and for the further study of theory foundation. (two) according to the requirements of the teaching syllabus, the teaching goal is: 1, knowledge of the target: use the factorization method for quadratic equation with one unknown root. 2, for the purpose of a skill known roots of quadratic equation with one unknown, will calculate the unknown coefficient and another root equation; 3, about the ability, I think so: ability is the core of thinking, mathematics ability is mainly to solve the problem with mathematics thought method, so the ability of target this lesson is: let the students through the factorization and the equations of exploration, experience mathematics thought method to observe - induction guess - proof , and the training of students language in the process of induction and expression ability. 4, the emotion goal to experience the joy of success, experience the fun of learning mathematics, increase interest in learning mathematics. (three) and the key points in Teaching: a quadratic equation with one unknown sorting and decomposition (four) and the difficult points of teaching: the quadratic equation with one unknown sorting and decomposition and transformation of algebraic expression in the use of the. The second part: the teaching methods and learning methods guidance according to the characteristics of teaching materials in this class, I mainly used the guided discovery method, from the shallower to the deeper, from special to general questions, and guide students to exp