Theuseof'TheGeometer'sSketchpad'secondaryteachingexperience.docx

Theuseof'TheGeometer'sSketchpad,secondaryteachingexperienceInrecentyears,manyteachers,especiaIlyyoungteachers,theuseof'TGeometerSSkCtChPad'assistedteachinghasmademanyusefulexplorationandpractice,hasbeenagoodteachingresultsinthispapertotaIkabouttheaUthor'sexperience.1 ,TheGeometersSketchpad'withIearningeasy,simple,powerfulfeaturesAsateacher,IfyouaIreadyhavethebasisforoperationWINDOWS,tomasteroIheGeometersSketchpadbasicfunctionisnotdifficult,aslongasitiscarefullyreadthetferencebk'canbe,andifafterthreeorfourdaysoftraining,theproficiencycanbecomparedtomasterit,youcanaIsolikeacompass,setsquare,asisveryconvenienttouseit,andcanbe'perfect'toreaIizetheirCreativity',eGcomctersSketchpad.UnlikeothercomputergraphicssOftWare,hehasmadethegraphics,imagesaredynamic,butaIsoontheaccuracyofmathematica1expression,themostprominentadvantageistomakethegraphics,imagesinacha11gingstate,remainsthesamegeomctrierelationshipbetween,thelineisaIwaysthemidpointofthemidpointofthelineisaIwaysparalie1tomaintainparaUe1.ThiscanheIpstudentstoobservethedynamics,andexploreanddiscovermathematica1relationshipsbetweenobjectsandSPatialrelations.ItistocultivateinnovativetaIentsrarecentury-aidedteachingSoftwareisidea1forsecondaryschoolmathteacherCAItools.2 ,using*1GeometersSketchpad'toimprovetheknowledgeoftheformationprocess,todevelopStudentsabilitytoexplorediscovery3 1"TheGeometersSketchpad,providesthemeasurementandCaIculationfunctions,theobjectscanbemadetomeasure,suchasthesegmentIength,arcIength,angIe,size,etc.,butaIsothevaIueofthemeaSurementiscaIculatedandtheresultsdynamicaIlydisplaycdonthesereen,andwiththemousedraganddropanyoneobject,tochange,demonstratethesizeofthesegeometrieobjectsaIsochangedtheamountofStudentsidentifyproblemsanddiscussissucsprovidesagoodGarden.Forexample:thetraditiona1teachingmethodsistoteUstudentsthetriangIeangIes,andtheorems,andthenaddtoprove.Theuseof'HeGeometersSketchpad'Wecandisplayonthesereen,nomatterhowyoudragthetriangIeaverteXmove,aIthoughthetriangIe'sthreeangIesofthesizeofthedynamicaIlychanging,butitshowsthevaIueofthethreeangIes,andthesame,andCanformformdisplayedonthesereen(seebelowtable).46.581.5105.1123.2By46.219.225.334.487.379.349.622.4180.0180.0180.0180.0ABCABCThroughvisua1observationofthestudentstoexploreandsummarizethenatureofthetriangIeangIes,andthenguidethestudentstoprove.AnotherexampleistheintersectionofIearningchordtheorem,arbitrarystringstochangethecireIeintersectsAB,CDoftheintersectionPoftheposition,thesereendisplayedonAP*PB,CP*PDtomaintaintheVaIueofthetota1equa1toaccurateIyexpressesthetheorem.IfthispointontotheoutercireIe,butaIsocanbeexpressedasthesecanttheorem.RepostedeIsewhereinthepaperforfreedownloadhttp:/4 2Theuseof'TheGeometersSketchpad'participationwillaIlowstudentstoentertheteachingprocesstoreaIizethemeaningoftheactiveconstructionofknowledge,adeeperunderstandingofWhattheyhaveIearnedthecontent,andeffectiveIyresolvethedifficulty.Sub-segmentssuchasParalie1linesinproportiontothelaunchofadifficulttheorem,teachingmateriaIsareequaIlythroughtheparalie1segmentsofthetheoremanexampletoillustrateitscorrectness,thestudentsdonothaveenoughexperience,itisdifficulttoachievetheunderstandingofthetheorem,suchastheuseof为ometrieSketchpadg)odcourseware,theclassroominthenctworksothatstudentsonapersona1computertomeasurethesegmentlength,segmentthanthecaIculation,andthenverifywhetherthesameratiooflinesegmentsindoingso,theteachingfoundinthe'theorem：Inaddition,throughparaUe1linesegmentmaptheIocation,studentscaneasily'find'thetheoremofthetwoinferencethattwoofitschangeshowgraphics.aADAaDAbBEbBEBcCFccCFCFFigure1Figure2Figure3ThiscoursewaredesignedtohighlightthedominantpositionofStudentsandexploretheexperimenta1observationofconsciousness,fromthegenera1tospecific,fromimagetoabstraction,somestudentsthroughsuchtests,observation,conjecture,confirmedlater,andthenguidethestudentstogiveevidence,sothatmoredifficulttomakecIeartheissueofthestudertstestresolved.5 ,theuseof¾eGeometersSketchpad'secondaryeducationisconducivetoimprovingthequaIityofstudentsThe¾eGeometersSketchpad'theintroductionofsecondaryschoolmathematicsteaching,thestudentsactiveIyparticipateinthediscusSion,doingmathematicstest,participateintheactivitiesofteachingpractice,theyarenolongerPaSSiverecipientsofknowledge,butknowledgeoftheactiveexplorers,thequestionoftheresearchers,'TheGeometersSketchpadueofsoabstractandboringbecomesintuitivemathematicalconcepts,images,sothatstudentsfromthefear,aversiontomathematicsintoaloveofmathematicseffectiveIytostimulatetheirinterestinIearningandenhancetheirconfidencetoIearnmathematicsandmobilizetheIcarningenthusiasm,inparticulartheneedtoenhanceunderstandingoftheconcept,repeatedIearningcontent,asmaIlnumberofstudentsintheclassroomdidnotknow,andcancopythesoftwaretogohome,andthenrepeatedobservation,repeatedlyrecognized,repeatedIearning,toprovidestudentswithIearningdifficultie s WC re reIcarningopportunities,thecomputer-assistedinstractionauxiliary,tothedifferentIeveIsofstudents.Practicehasprovedthat,'IheGeometersSketchpad'tothemathematicsteachinghasbroughtaneWtypeofteachingmode1,forthemathematicsteachingofgreatsignificance.RepostedeIsewhereinthepaperforfreedownloadhttp:/