论文部分内容阅读
1.联系现实原型,引入几何概念几何概念是从现实世界的空间形式中抽象出来的,所以,几何概念的引入应尽量联系实际原型,举出学生所熟悉的日常和实际生活中的实物。例如,认识长方形,可指导学生观察教室的门窗、黑板的边框等,掌握它们共有的特征。又如:笔直的竹竿可作为“线段”的现实原型;探照灯和手电筒射出的光可作为“射线”的现实原型;笔直的轨道,课桌面上相对的两条边,可作为“平行线”的现实原型;保健箱、粉笔盒可作为“长方体”的现实原型……
1. To connect with the real prototype, introduce the geometric concept. The geometric concept is abstracted from the real-world spatial form. Therefore, the introduction of the geometric concept should try its best to connect with the actual prototype to cite the daily and real life familiar to the students. For example, understanding the rectangle, can guide students to observe the classroom doors and windows, blackboard borders, etc., to grasp their common features. Another example: a straight bamboo pole can be used as a “line segment” of the real prototype; searchlight and flashlight light can be used as a “ray” of the real prototype; straight track, desk two relative sides of the table can be used as “parallel” Realistic prototype; health box, chalk box can be used as a “cuboid” realistic prototype ...