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在中学教学中,把数学知识运用到地理中去,或者说与地理知识充分地结合起来,这是我从事数学教学二十多年来的有益尝试。实践证明,其益处不少:首先是使数学的基础作用得到体现,对地理很多道理则能透彻地予以“理”清楚,这就大大提高学生的学习兴趣和效果。重要的还有可以拓展老师的教学思维空间,有利于一个复合型教师的塑造,真是好处多多。下面拟举十个事例简述,旨在与同行共同研讨。一、数学知识对旅游地理的导向应用例1 从北京(靠近北纬40°、东经120°,以下经纬度均取近似值)飞往南非首都约翰内斯堡(南纬30°、东经30°),有两条航空线可供选择: 甲航空线:从北京沿纬度弧向西飞到土耳其首都
In secondary school teaching, applying mathematics knowledge to geography, or combining it with geography knowledge, is a useful attempt for mathematics teaching for more than two decades. Practice has proved that there are many benefits: First, the basic role of mathematics is reflected, and many principles of geography can be clearly and clearly explained. This greatly improves students’ interest in learning and results. The important thing is that it can expand the teacher’s teaching thinking space, which is beneficial to the shaping of a compound teacher. It really benefits a lot. The following is a summary of ten examples that are intended to be discussed with peers. I. Application of mathematics knowledge to tourism geography Application Example 1 From Beijing (close to latitude 40°, longitude 120° east, latitude and longitude are approximate) to fly to Johannesburg, South Africa (30°S, 30°E), with two airlines. Lines to choose from: Air Line A: Fly west from Beijing along the latitude arc to the Turkish capital