Theuseof'TheGeometer'sSketchpad'secondaryteachingexperience英.docx

Theuseof4TheGeometer,sSketchpad,secondaryteachingexperienceInrecentyears,manyteachers,especiallyyoungteachers,theuseofTheGeometer,sSketchpad9assistedteachinghasmademanyusefulexplorationandpractice,hasbeenagoodteachingresultsinthispapertotalkabouttheauthor,sexperience.1, TheGeometer9sSketchpad9withlearningeasy,simple,powerfulfeaturesAsateacher,IfyoualreadyhavethebasisforoperationWINDOWS,tomasterTheGeometer'sSketchpad,basicfunctionisnotdifficult,aslongasitiscarefullyreadthe'referencebook,canbe,andifafterthreeorfourdaysoftraining,theproficiencycanbecomparedtomasterit,youcanalsolikeacompass,setsquare,asisveryconvenienttouseit,andcanbeperfect,torealizetheircreativity,4TheGeometer'sSketchpad,.Unlikeothercomputergraphicssoftware,hehasmadethegraphics,imagesaredynamic,butalsoontheaccuracyofmathematicalexpression,themostprominentadvantageistomakethegraphics,imagesinachangingstate,remainsthesamegeometricrelationshipbetween,thelineisalwaysthemidpointofthemidpointofthelineisalwaysparalleltomaintainparallel.Thiscanhelpstudentstoobservethedynamics,andexploreanddiscovermathematicalrelationshipsbetweenobjectsandspatialrelations.Itistocultivateinnovativetalentsrarecentury-aidedteachingsoftwareisidealforsecondaryschoolmathteacherCAItools.2, usingTheGeometer,sSketchpad9istoimprovetheknowledgeoftheformationprocess,todevelopstudentsabilitytoexplorediscovery2.1 TheGeometer,sSketchpad,providesthemeasurementandcalculationfunctions,theobjectscanbemadetomeasure,suchasthesegmentlength,arclength,angle,size,etc.,butalsothevalueofthemeasurementiscalculatedandtheresultsdynamicallydisplayedonthescreen,andwiththemousedraganddropanyoneobject,tochange,demonstratethesizeofthesegeometricobjectsalsochangedtheamountofstudentsidentifyproblemsanddiscussissuesprovidesagoodGarden.Forexample:thetraditionalteachingmethodsistotellstudentsthetriangleangles,andtheorems,andthenaddtoprove.TheuseofTheGeometersSketchpad,Wecandisplayonthescreen,nomatterhowyoudragthetriangleavertexmove,althoughthetriangle,sthreeanglesofthesizeofthedynamicallychanging,butitshowsthevalueofthethreeangles,andthesame,andcanformformdisplayedonthescreen(seebelowtable).46.581.5105.1123.2By46.219.225.334.487.379.349.622.4180.0180.0180.0180.0ABCABCThroughvisualobservationofthestudentstoexploreandsummarizethenatureofthetriangleangles,andthenguidethestudentstoprove.Anotherexampleistheintersectionoflearningchordtheorem,arbitrarystringstochangethecircleintersectsAB,CDoftheintersectionPoftheposition,thescreendisplayedonAP*PB,CP*PDtomaintainthevalueofthetotalequaltoaccuratelyexpressesthetheorem.Ifthispointontotheoutercircle,butalsocanbeexpressedasthesecanttheorem.Repostedelsewhereinthepaperforfreedownloadhtt2.2 Theuseof'TheGeometer,sSketchpad,participationwillallowstudentstoentertheteachingprocesstorealizethemeaningoftheactiveconstructionofknowledge,adeeperunderstandingofwhattheyhavelearnedthecontent,andeffectivelyresolvethedifficulty.Sub-segmentssuchasparallellinesinproportiontothelaunchofadifficulttheorem,teachingmaterialsareequallythroughtheparallelsegmentsofthetheoremanexampletoillustrateitscorrectness,thestudentsdonothaveenoughexperience,itisdifficulttoachievetheunderstandingofthetheorem,suchastheuseof'geometricSketchpad4goodcourseware,theclassroominthenetworksothatstudentsonapersonalcomputertomeasurethesegmentlength,segmentthanthecalculation,andthenverifywhetherthesameratiooflinesegmentsindoingso,theteachingfoundinthe,theorem'Inaddition,throughparallellinesegmentmapthelocation,studentscaneasilyfind,thetheoremofthetwoinferencethattwoofitschangeshowgraphics.aADAaDAbBEbBEBcCFccCFCFFigure1Figure2Figure3Thiscoursewaredesignedtohighlightthedominantpositionofstudentsandexploretheexperimentalobservationofconsciousness,fromthegeneraltospecific,fromimagetoabstraction,somestudentsthroughsuchtests,observation,conjecture,confirmedlater,andthenguidethestudentstogiveevidence,sothatmoredifficulttomakecleartheissueofthestudent,stestresolved.3,theuseofTheGeometer,sSketchpad9secondaryeducationisconducivetoimprovingthequalityofstudentsTheTheGeometer,sSketchpad,theintroductionofsecondaryschoolmathematicsteaching,thestudentsactivelyparticipateinthediscussion,doing'mathematicstest,participateintheactivitiesofteachingpractice,theyarenolongerpassiverecipientsofknowledge,butknowledgeoftheactiveexplorers,thequestionoftheresearchers,'TheGeometer,sSketchpad'useofsoabstractandboringbecomesintuitivemathematicalconcepts,images,sothatstudentsfromthefear,aversiontomathematicsintoaloveofmathematicseffectivelytostimulatetheirinterestinlearningandenhancetheirconfidencetolearnmathematicsandmobilizethelearningenthusiasm,inparticulartheneedtoenhanceunderstandingoftheconcept,repeatedlearningcontent,asmallnumberofstudentsintheclassroomdidnotknow,andcancopythesoftwaretogohome,andthenrepeatedobservation,repeatedlyrecognized,repeatedlearning,toprovidestudentswithlearningdifficultieswerere-learningopportunities,thecomputer-assistedinstruction'auxiliary9tothedifferentlevelsofstudents.Practicehasprovedthat,TheGeometer,sSketchpad,tothemathematicsteachinghasbroughtanewtypeofteachingmodel,forthemathematicsteachingofgreatsignificance.Repostedelsewhereinthepaperforfreedownloadhttp