三角形面积计算公式的推导,是研究探究性学习的一个比较典型的案例,《数学课程标准〈实验稿〉》指出:“数学教学活动必须建立在学生的认知发展水平和已有的知识经验基础之上”。要推导、解决三角形的面积计算问题,学生可以从记忆的“仓库”里提取哪些已有的知识与经验呢?我认为,可以从“三角形”与“面积”这两个方面去考虑。从“三角形”的角度看,包括三角形的底、高及三角形的分类(按角分可分为直角三角形、锐角三角形、钝角三角形)等知识;从 The deduction of triangle area formula is a typical case study of exploratory learning. “Mathematical Curriculum Standard” states: “Mathematics teaching activities must be based on the students’ level of cognitive development and the existing knowledge and experience Based on ”. To derive and solve the problem of calculating the area of ​​a triangle, what existing knowledge and experience can a student extract from the memory “warehouse ”? I think that from the “triangle” and “area” two To consider. From the “triangle” point of view, including the bottom triangle, triangle and high-grade (according to the angle can be divided into right triangle, acute triangle, obtuse triangle) and other knowledge; from