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教学改革运动开展以来,我們在教学上采取了一系列措施。首先,在备课时充分研究如何精雕細刻地进行教学,如何在进行新課的教学中巩固和提高旧知識。現在仅就“二元二次方程组”这一单元教学的初步經驗做些介紹。 (一)加强概念的理解对于二元二次方程的一般形式 ax~2+bxy+cy~2+dx+ey+f=0,其中bxy是二次項,这个“二次”的概念,多数同学是模糊的,以为x~2,y~2才是二次,而xy只是一次。我从直观着手,联系几何,說明一次项是“綫”二次项是“面”,x~2及y~2都是正方形,是“面”;但xy是长方形,也是“面”,因此学生对“二次”的概念就清楚了。学生对于一个二元二次方程可以有“无数組解”的意义不太明白,教师可联系二元一次方陧,从列表、作图来說明无数組解的情况,根据学生接受情况还可以介紹“不定方程”这个名词。
Since the launch of the teaching reform movement, we have adopted a series of measures in teaching. First of all, when preparing lessons, we should fully study how to teach in a meticulous manner and how to consolidate and improve old knowledge in the teaching of new classes. We will now only give a brief introduction to the preliminary experience of the teaching of this unit of binary quadratic equations. (A) to enhance the understanding of the concept of the general form of the binary quadratic equation ax~2+bxy+cy~2+dx+ey+f=0, where bxy is a quadratic term, this “quadratic” concept, most students It is ambiguous, thinking that x~2, y~2 is twice, and xy is only once. I started with intuitively, and contacted geometry, stating that one item is “line” and the second item is “face”, and x~2 and y~2 are all squares and are “faces”; but xy is a rectangle and it is also a “face”. Students are clear about the concept of “secondary”. Students do not quite understand the meaning of a binary quadratic equation with “no array solution”. The teacher can contact the binary one-time formula to explain the situation of no array solution from the list and graphing. It can also be introduced according to the students’ acceptance. The term “indefinite equation.”