以变化激活思维 以探索巩固旧知（To change the activation of thinking to explore the consolidation of the old knowledge）.doc

以变化激活思维 以探索稳固旧知〔To change the activation of thinking to explore the consolidation of the old knowledge〕To change the activation of thinking to explore the consolidation of the old knowledgeTeaching design of revision lesson of analytic formula of two functionsLushun experimental middle school Dong ShufenTextbook explanation:This is the review course of the third chapter of the nine grade algebra subject of the thirteenth edition of "the analytic formula of the two functions"Textbook analysis:This class is the quadratic function definition of image properties after a small seminar, is to compute the quadratic function analytic formula of the key problem for quadratic function, quadratic function analytic problem is solved by the method of undetermined coefficients. According to the quadratic function known conditions, the function can be set for the general type, intersection type and vertex three formula, which is generally the continuity through the law, and the intersection type and vertex type is special. That is, the intersection point is used in the known parabola and X axis intersection point coordinates, the use of vertex type in the known parabola, symmetric axis of the most value or vertex is more efficient than the two. As the basic point and key point of solving the two function problem, it is very important to master the two function analytic solution. At the same time, it can consolidate the definition, image and nature of the two function, improve the flexibility of solving problems, and enhance the systematicness of knowledge.Student analysis:The quadratic function definition, the image and character of learning, students have mastered the basic knowledge of quadratic function, and the common problems of "quadratic function formula" in a form which is lack of systematic understanding of the circumstances in which.Design concept:An important task of curriculum reform: to change the way of learning, teach students to learn, therefore, the traditional teacher knowledge to the students themselves to summarize the rules of relevant knowledge, and thus a deep understanding of this part of knowledge. The new "mathematics curriculum standards" pointed out: consciously, there are plans to design teaching activities should be teaching, students can understand the links between mathematics, experience the integrity of mathematics, constantly enrich the tactics of solving problems, improve the ability of solving problems. This class will be scattered "seek the two function analytic problem" consciously put together review. A problem can be changed many times so that it can be solved in one or more different ways. Students experience the variability of the problem at the same time, feel a variety of problems unified to three ways to solve, the two function analytic solution method has a systematic understanding.Teaching objective:1. knowledge objectives: grasp the "general type, vertex type, intersection type" for the two function analytic formula, and can flexibly use relevant knowledge.2. ability target: analytical ability, inquiry ability, comparative ability and cooperation ability.3. emotional goal: experience mathematics activity is full of exploration and creation, feel the preciseness of mathematics, and the certainty of conclusion.Teaching emphasis: the two function analytic formula can be used in three ways.Teaching emphasis: flexible use of the image and property of the two function in analytic formula.Preparation before class:1. student preparation: consult books, summarize the analytic solution of the two function.2. teacher preparation:(1) design the analytic table of two functions.(2) collect the exercises related to the two function analysis, and change them from simple to difficult.Teaching methods: observation, inquiry, discussion, comparison, generalization and other methods.Teaching process:A summary of the law, and knowledge.Ask the students to review the knowledge related to the two function analysis, and summarize them in an appropriate way. (students can read, recall, organize) and publish their own opinions by the students. The students systematically summed up the following three methods:(teacher's blackboard writing)MethodThe form of analytic formula of two functionsEach form is applicableUndetermined coefficient method1,Known three point coordinates2,It is known that there are two intersections with the X axis3,Vertex, axis of symmetry, maximumThrough the induction of students,It has a complete understanding of the analytic formula of the two function and deepens the connection between knowledge.Two, the use of knowledge, grasp the basis(1) give example 1: known parabola point A (1, 0) B (3, 0) C (4, 3) for this parabola analytic formula. (students can be done independently, can use general, intersection), students sho。