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笔者近期参加一项教研活动,听了一节高三的习题课,感触颇多.人教社的章建跃老师在评课中指出,“一题多解”不应该停留在单纯的方法数量的累加上,而是应该在“一题多解”的方法中体现出知识之间的联系.对此,笔者结合教学实践,谈谈自己的想法.一、“一题多解”应立足于通法,通法与其他方法的联系要“自然”例1已知双曲线x~2/a~2-y~2/b~2=1的左、右焦点分别为F_1,F_2,过F_1作圆x~2+y~2=a~2的切线分别交双曲线的左、右两支于点B,C,且|BC|=|CF_2|,则双曲线的离心率为().
I recently participated in a teaching and research activities, after listening to a high school exercise class, a lot of feelings .People teach the club’s teacher Zhang Jiangyue pointed out in the evaluation class, “a question and more solutions ” should not stop at the simple method of quantity Accumulate, but should reflect the connection between knowledge in the method of “one problem more solution ”, in this regard, the author combines teaching practice, talk about their own ideas. Should be based on the general method, general method and other methods of contact to “natural ” Example 1 known hyperbola x ~ 2 / a ~ 2 ~ y ~ 2 / b ~ 2 = 1 left and right focus are F_1 , F_2, F_1, F_1, F_1, F_2, F_2, F_2, F_2, F_2 and F_2, respectively. Rate is ().