从具体问题中抽象出基本图形,并利用基本图形进行推理论证或计算,有助于学生形成几何直观,发展形象思维与抽象思维。笔者在解一道中考题时从特殊到一般引发了一系列的探究与论证,最终提炼出“一等一互补”图形并进行了广泛的应用。1“两等一互补”图形的探索过程原题:抛物线y=-1/4(x—1)~2+3与y轴交于点A,顶点为B,对称轴BC与x轴交于点C。 Abstraction of the basic graphics from the concrete problems and the use of the basic graphics for reasoning and argumentation or calculation help students form a geometric intuition and develop the thinking of images and abstract thinking. When I solve a middle school entrance examination questions from a special to the general triggered a series of inquiry and argumentation, and ultimately extract the “first-and-one complement” graphics and carried out a wide range of applications. 1 “two equal and one complementary ” graphics exploration process Title: parabola y = -1 / 4 (x-1) ~ 2 +3 and the y-axis at point A, the vertex is B, the axis of symmetry BC and x axis At point C