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“三线八角”的基本图形是相交线基本图形的拓展,“三线八角”的概念是相交线概念的延伸,其延伸过程蕴涵着极其丰富的数学思想方法,在教学中,“有意识”地落实“三线八角”概念背后蕴涵的数学思想方法,对培养学生的数学能力和数学素养极为有益.下面来看具体的教学设计.一、“三线八角”概念形成过程的教学设计问题1:角是怎样定义的?对顶角、邻补角是怎样形成的?我们是怎样研究它们的性质的?(设计意图:强调从结构特征、讨论问题的思想方法等角度,对已有知识进行复习回顾,为新知识的学习提供借鉴)
The basic figure of the “three lines and the eight corners” is the extension of the basic graphic of the intersecting lines. The concept of “three lines and eight angles” is an extension of the concept of intersecting line. The extending process implies an extremely rich mathematical thinking method. In teaching, Conscious “to implement ” three lines and eight angles “behind the concept of mathematical thinking methods, to develop students’ mathematical ability and mathematical literacy is extremely useful.From the following specific teaching design.A ” three lines and eight angles "concept formation process Question 1: How is the angle defined? What is the formation of the adjacent angles for the vertices and how do we study their properties? (Design intent: Emphasizes that from the point of view of structural features and the methods of thinking about the problems, Reviewed the existing knowledge review, provide a reference for the new knowledge learning)