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案例呈现教研群内正在激烈地讨论着一道判断题:长方形是平行四边形()。现就讨论中的观点进行整理并分析,希望能引发新的思考。观点1:对。因为长方形是特殊的平行四边形。比如,说学生,男生是学生,你能说男生不是学生吗?所以长方形是平行四边形(√)。观点2:错。因为长方形就是长方形,平行四边形就是平行四边形。比如,认识平行四边形的特征之后,若让学生画一个平行四边形,结果学生画
The case is teaching discussion group is heatedly discussing a judgment: the rectangle is a parallelogram (). We are now finishing the discussions on the analysis and analysis, hoping to trigger new thinking. Point 1: Yes. Because the rectangle is a special parallelogram. For example, say students, boys are students, can you say boys are not students? So the rectangle is a parallelogram (√). Point 2: wrong. Because the rectangle is a rectangle, the parallelogram is a parallelogram. For example, after recognizing the characteristics of a parallelogram, if the student draws a parallelogram, the student drawing