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中心对称图形案例(Case of centrosymmetric graphics)
中心对称图形案例(Case of centrosymmetric graphics)
Center of symmetry teaching case
First, teaching objectives:
Observation, discovery, research center of symmetry related concepts and basic properties of the 1. experience, the accumulation of a certain aesthetic experience.
2. understand the central symmetry and its basic properties, grasp the parallelogram is also the center of symmetry.
Two, teaching emphasis and difficulties:
Understanding the concept of central symmetry and its basic properties.
Three, the process of teaching:
(a) the creation of problem situations
1. magic to create problem situation: the teacher through the poker magic demonstration lead research, to inspire students to explore the center of symmetry of interest.
[design]: Magic division removed several Zhang noncentrosymmetrical cards and a centrosymmetric card, the most points according to the sign up (pictured above), and then ask one student to any out of a poker, put this card rotation after 180O insertion, and then ask the students to wash a few and start playing cards, the students immediately determine the draw poker.
Classroom response: students were very quiet, all eyes staring at the teacher do the action. After the completion of each action, the students enter the meditative state, and then whispered.
Repeat the above division activities after 2 questions:
(1) do you know what is the reason? The teacher in the hands of poker logo has the characteristics of what?
(2) can you explain why the teacher take the card out of the rotation of the 180O? (group discussion)
Reflection: the creation of problem situations mainly lies in the following reasons: (1) starts from the situation of students practical problems the most familiar way, close to the real life of students, let the students to understand mathematics from life, and in the service life, further realize the practical problem of abstract mathematical problems of training, so as to stimulate the curiosity of students. (2) all the learnin
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