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(一) 首先介紹一下我校高三学生的基本情况。开学之初,为了更好地教好高三数学課,我們对学生进行了摸底,測驗題目的內容是高一、高二、初三学过的,还比较容易。根据摸底的結果和平时了解的情况看,学生对于数学方面的基础知識理解不彻底,印象模糊甚至完全遺忘的現象相当普遍,有些学生的錯誤还是比较严重的,如:“(-1)~3=-3”,“x-a÷x-a=1”,“(x+a)~2=x~2+a~2”,“过直线的一端作垂线”等等。也有些学生不知道y=ax~2+bx+c在a≠0时的图象是拋物线,如果让他說出拋物线顶点的坐标或者对称軸的方程來就更困难了。当已知正六边形的边长时,有很多学生求不出边心距来。在解一元二次方程和根式运算上的问题也很多。在这种情况下,如果一
(a) First introduce the basic situation of high school students in our school. At the beginning of the school year, in order to better teach the third grade mathematics class, we conducted a mapping exercise on the students. The content of the test subjects was high school, high school, and junior high school. It was still relatively easy. According to the findings of the mapping and understanding of the peacetime situation, students’ understanding of basic knowledge in mathematics is not thorough, and the phenomenon of fuzzy impressions and even total oblivion is quite common. Some students’ mistakes are quite serious, such as: “(-1)~3 =-3”,“xa÷xa=1”,“(x+a)~2=x~2+a~2”,“a vertical line at one end of the vertical line”and so on. Some students do not know that the image of y=ax~2+bx+c at a≠0 is a parabola. It would be even more difficult if we let him say the coordinates of the parabolic vertices or the equation of the axis of symmetry. When we know the length of the regular hexagon, there are many students who can’t find the side-center distance. There are also many problems in solving quadratic equations and root-based operations. In this case, if one