about from isosceles properties to fermat point（从等腰费尔马点属性）.docVIP

About from isosceles properties to Fermat point Basic characteristics of inquiry-based learning can be summarized as the word “live” and “dynamic” live: on the one hand, the performance of the students’ enthusiasm and initiative, and the other, for the generation of learning activities. Moving: the performance for the students to truly the hands, eye movement observation, think for inquiry learning in general the following aspects: first step, the students determined to explore the creation of problem situations by teachers, the students put forward to solve the issue, the second step , students hypothesized, combined with curricular and extracurricular learning to make a variety of possible assumptions, the third step is to test the hypothesis that, under the guidance of teachers, according to the different nature of the subject, by speculation, experiment, presentation to discuss the form of inspection assumption correct as conclusions, wrong again correction assumes that the fourth step, draw conclusions, to explore the answer is given on the basis of full discussion and testing hypotheses. The following is the author once the first two days of Math Exploration activities designed for peer reference. Activities design Student dialogue and a series of questions raised by some properties of an isosceles triangle, and gradually the problem in depth. Encourage students to learn the knowledge, the use of generalization, specialization, and other ways of thinking, and found some interesting properties independently explore the process of final triangle Fermat point. Example: Given: △ ABC, AB = AC, BD, CE ∠ the ABC, the angle bisector of ∠ ACB Prove: BD = CE. Given in the above examples, the teachers and students with easy-to-digest, getting from here, follows a series of questions and gradually explore: Question 1: Question set conclusion of what? Can you draw graphical meaning of the questions? Question 2: How to prove? Question 3: another