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在数学教学中,“存异求同,存同求异”是一种很好的策略.一、在概念教学中案例:幂函数的概念教学教学设计:首先请学生阅读如下五个问题:问题1:如果张红购买了每千克1元的蔬菜埘千克,那么她需要付的钱数p=w元,这里p是埘的函数.问题2:如果正方形的边长为a,那么正方形的面积S=a~2,这里S是a的函数.问题3:如果正方体的边长为a,那么正方体的体积V=a~3,这里V是a的函数.
In the teaching of mathematics, it is a very good strategy to keep the differences and save the differences with each other.First, in the concept teaching case: the concept of power function Teaching Instructional Design: First, ask the students to read the following five questions : Question 1: If Zhang Hong purchased 1 yuan per kilogram of vegetables 埘 kg, then she need to pay the money p = w yuan, where p is a function of 问 Question 2: If the side of the square is a, then the square S = a ~ 2, where S is a function of a. Problem 3: If the length of the cube is a, then the volume of the cube V = a ~ 3, where V is a function of a.