正弦函数和余弦函数的图象 - 长宁教育（Image of sine function and cosine function of education in Changning）.docVIP

正弦函数和余弦函数的图象 - 长宁教育（Image of sine function and cosine function of education in Changning） Reading of the law, in an orderly and progressive, familiar with the fine si. - Zhu Xi The image of sine function and cosine function * Bauhinia school Wu Yunhong Teaching objectives Knowledge goal: 1. know with the unit circle draw function y=sinx in [0, 2?] image method. 2. understand the image cosine function y=cosx can be left by the image translation sine function y=sinx /2?. 3. to master the five point method of drawing. Ability: guide 1. to use the mapping properties of sine function and cosine function, through the function of the master image of sine and cosine The nature of the function. Mathematics thinking method the combination of the 2. culture. Emotion goal: learning method 1. training number, physical and chemical digestion. 2. to observe the living examples of mathematical discovery phenomenon, will use mathematical knowledge to explain the physical phenomena. 3. the teaching focus on the students themselves, as a function of image, image observation, and summarizes the function of the nature. To improve the students practical ability and observation ability, analysis ability and the ability to summarize, students from concrete to abstract, from the particular to the general idea of scientific research. Teaching emphasis: general image of sine function and cosine function with five point method. Teaching difficulties: the image of sine function y=sinx using the unit circle method. Teaching methods: from the introduction of physical examples, student observation, teacher induction combined practice; students themselves, teachers guidance. The teaching process: An introduction to new lessons: (a) physical knowledge review: Teacher: not long ago, the students had a simple harmonic vibration in physics, remember the concept of harmonic vibration? Writing: harmonic vibration: objects in the size and the displacement is proportional to the opposite response under the