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在研究、探索问题,开展“数学实验”的过程中,可以看出,几何画板提供了一个“探索式”的学习环境,一个培养创新意识的实践园地。许多学校让学生掌握几何画板,用几何画板学习,得到了一些令老师吃惊的结果。一次课外数学活动,我让同学们用几何画板研究一个问题:△ABC的边BC固定,点A在定圆O上运动,观察它的垂心H的轨迹形状。没有想到一个同学研究出了这么一个结果:如果另一个△EFG的顶点E、F固定,顶点G在△ABC垂心H的轨迹M上运
In the process of researching, exploring problems and carrying out “mathematical experiments”, it can be seen that Geometry Sketchpad provides an “exploratory” learning environment and a practical field for cultivating innovative consciousness. Many schools allow students to master Geometry and study with Geometry, and get some surprises from the teacher. After an extracurricular mathematics activity, I asked the students to use a geometrical sketchpad to study a problem: △ ABC’s edge is fixed by BC, point A moves on the circle O, and observes the trajectory of its vertical heart H. Did not think of a classmate who developed such a result: if the vertices E, F of the other △EFG are fixed, the vertex G is transported on the trajectory M of ΔABC vertical center H.