论文部分内容阅读
一、从一道质疑题谈起几个高一学生兴冲冲地边争论边跑来问教师一道题:“a、b是两条异面直线,它们分别和平面M交成20°和65°角,求a、b间所成的角r的最大值。”(原题附有答案95°,没过程。)虽然这道题的答案错误是明显的,但经分析,我们认为这是一道好题,它涉及立几、代数、三角多方面知识,蕴藏着多种培养能力的因素,认真剖析。对学生大有好处。因此,没有停留在仅仅指出答案错误的水平上,而是作了多方面的分析和探讨,目的是充分发挥答疑作用。二、剖析错误,引导学生重视概念我们和学生一道讨论,学生中的答案是多种多样
First, from a question about a few senior high school students rushed to the edge of the debate to ask the teacher a question: "a, b are two different straight lines, and they intersect with the plane M into 20 ° and 65 ° angle , find the maximum value of angle r between a and b.” (The original question is accompanied by an answer of 95°. There is no process.) Although the answer to this question is wrong, after analysis, we think it is a good one. The question, which involves the establishment of several, algebraic, triangular multi-faceted knowledge, contains a variety of factors in the ability to cultivate, seriously analyze. Great for students. Therefore, it did not stop at merely pointing out the wrong answers, but did a lot of analysis and exploration in order to fully play its role in answering questions. Second, analyze errors and guide students to pay attention to concepts. We discuss with students. The answers among students are varied.