在复数的教学中渗透数学思想方法.docxVIP

在复数的教学中渗透数学思想方法（Penetrating mathematical thinking in plural teaching） Penetrating mathematical thinking in plural teaching Qingyuan No.1 Middle School Wu Huiqing Mathematical thought is the basic idea of solving problems in mathematical research, and the soul of solving mathematical problems. In recent years, the college entrance examination is to strengthen the mathematical thinking of the test, so the penetration in teaching, outstanding mathematics thinking method, teach students to master a flexible way of thinking, improve mathematical ability should become the deep task of teacher preparation. This paper sums up the main mathematical ideas and methods that should be permeated in the teaching of the plural number. 1 function thought To solve problems by using function thought is to put problems into dynamic situations to analyze and study quantitative relations in specific problems. The problem of finding the modulus of the complex number must be translated into the two function of the real part X or imaginary part y of the complex number Z. cases of Z, C, and Z - (2+ EMBED Equation.3), Z (2 + / - EMBED - Equation.3), =4, maximum Z. A solution of z=x+yi (x, y, R) Dreams, Z - (2+ EMBED Equation.3), Z (2 + / - EMBED - Equation.3), =4 said to the two point F1 (2, EMBED, Equation.3) and F2 (2, EMBED, Equation.3) and distance equal to the track of the points of the ellipse. 4 A=2 b=1, c= EMBED *, Equation.3 Acupuncture point (x, y) for the trajectory equation (x - 2+ EMBED Equation.3 =1 (x = 1 ~ 3) 2) Dreams z = EMBED Equation.3 R x2+y2=x2+[4- 4 (X-2) 2]= - 3 (x EMBED Equation.3) 2+ EMBED Equation.3 X= EMBED Equation.3 x2+y2= star, EMBED Equation.3, EMBED Equation.3 and y=. Z= EMBED + EMBED Equation.3 Equation.3 * EMBED Equation.3, Z EMBED Equation.3 has the maximum value equation thought Using ideas to solve complex problems of equation is transformed into the problem of undetermined letters, these letters also determined by equation (Group) to complete the basic m