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过去教学数学公式,多是直接抬出结论,稍加说明或证明,随即转入举例运用,对公式的推导很不在意。这两年高考出现了推证公式的题,引起了对这个问题的重视,但仍是自推自证了事,生怕在此处耽误了时间影响学生对公式的运用。通过“发现法”教学思想的学习,认识到推导公式的本身,就是运用旧知识研究新问题的过程,既是培养学生探索能力又是训练学生解题能力的极好机会,应当认真启发、引导学生积极思索、主动探求,自己发现规律。而不能包办代替,走过场。为此,我们在这方面作了一些改进和尝试。本文写出用“发现法”教学等比数列求和公式的做法和体会,供参考,并求指正。教学过程及主要内容一、提出问题,引进探讨课题。 1、某工厂去年的产值已达100万元,计划在今后5年内每年比前一年产值增长30％,这5年的总产值一共可达多少?
In the past, teaching mathematics formulas were mostly carried out directly to the conclusions, with a little explanation or proof, and then transferred to the examples for use, and the derivation of the formulas did not care much. In the past two years, there has been a problem of formulating the formula for the promotion of the college entrance examination, which has caused attention to this problem, but it is still self-promotion and self-incrimination, for fear that delaying the time here will affect the student’s use of the formula. Through the study of the “discovery method” teaching ideology, we realized that the derivation of the formula itself is the process of using old knowledge to study new problems. It is not only an excellent opportunity to develop students’ ability to explore but also to train students to solve problems. It should seriously inspire and guide students. Positive thinking, active exploration, find their own laws. Instead of taking the place of substitution, go through the court. To this end, we have made some improvements and attempts in this area. This article describes the practice and experience of using the “discovery method” to compare the number of formulas for the summation formula, for reference, and for correction. Teaching process and main content 1. Ask questions and introduce research topics. 1. The output value of a factory last year has reached 1 million yuan. It plans to increase the annual output value by 30% over the previous year in the next 5 years. What is the total output value of the five years?