论文部分内容阅读
在数学教学过程中,我们会积累很多的教学案例,如:数学设计,课堂教学片断,某种教学方法的实践,解题分析及解题方法,甚至是学生的某个“奇思妙想”等.如果我们把这些案例很好地重视起来,就有可能成为今后教学研究有价值的素材.本文借2012年高考浙江理科数学卷第17题作为教学案例,从学生和教师的原生态想法开始,想给大家留下如下的印象:对教学案例选择合理的视角,在不同层面上(教师层面和学生层面)进行一定深
In mathematics teaching process, we will accumulate a lot of teaching cases, such as: mathematical design, classroom teaching, a teaching method of practice, problem analysis and problem solving methods, and even some of the students If we take these cases well, it is possible to become a valuable material for future teaching and research.This article takes the 17th college entrance examination in Zhejiang Science Mathematics Volume 17 as a teaching case, from the original ecology of students and teachers The idea begins with the impression that everyone will be left in the right place to choose a reasonable perspective on the teaching case and to do so at different levels (teacher level and student level)