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定义是数学教学核心增长点。笔者到某校听课,同一课题,人教A版《数学4》(必修)中的“任意角的三角函数”。五位教师执教的过程中,发生了一个共同的现象:不遵循教材的定义,或者不给出明确的定义。大致有如下几种情形:一种是根据初中的定义,将直角三角形放到坐标系中,将“边的量”用“坐标”来替换。说明在坐标系下,对任意的角都可行。这样一笔带过,不加确认,就进入了解题环节。没有定义,只是告诉学生一种
Definition is the core growth point of mathematics teaching. The author to a school to listen to the same subject, people teach A version of “Mathematics 4” (required) in the “arbitrary angle trigonometric function.” Five teachers in the process of coaching, a common phenomenon occurred: do not follow the definition of textbooks, or do not give a clear definition. Roughly the following situations: one is based on the definition of junior high school, the right triangle into the coordinate system, the “amount of” “” coordinates "to replace. Description in the coordinate system, for any angle feasible. Such a band taken, without confirmation, to enter the problem-solving session. No definition, just tell the students a