'FiveStep Method' in Mathematics Teaching Analysis135

1、five-step method in mathematics teaching analysisabstract: five-step method emphasis on students thinking and mathematical skills, spatial imagination, to solve practical problems. in this paper, the five-step method in mathematics teaching in practice. key words: five-step method; mathematics teach

2、ing; students; teachers 1, five-step method presentation of the background the new syllabus requirements: mathematics is the study of the relationship between spatial form and quantity of science. today, peoples understanding of the science of mathematics is: mathematics is not only a powerful tool

3、for improving thinking ability is the basic form of rational thinking is a deep and rich, cultural awareness, more importantly, the mathematics content, ideas, methods, and even mathematical language, symbols have been widely infiltrated the natural and social sciences in various fields of contempor

4、ary mathematics, computer applications development youji offers a realistic possibility. in fact, the math can handle data, observation data, calculation, reasoning and proof, can provide a natural phenomenon, the social system of the mathematical model. with the development of society, more and mor

5、e extensive application of mathematics. therefore, we have a further understanding of mathematics. the new curriculum for basic knowledge is no longer confined to the definition of the concept of high school mathematics, nature, laws, formulas, axioms, theorems, thus reflected in the mathematical wa

6、y of thinking has also defined among the basic knowledge of mathematics, it is remarkable a vast reservoir of knowledge of the tacit knowledge. knowledge as a basis for learning, the learning and mastery of their way of thinking is even more important, which further demonstrates the value of mathema

7、tics education and culture. generally consistent with the teaching of the past, students of the capacity-building requirements, but because too much emphasis on the cultivation of double-base, its easy to overlook the quality of the students thinking and practical abilities, and now we want to logic

8、al thinking ability of students , and gradually form the use of mathematical knowledge to analyze and solve practical problems, raised to further develop students thinking and mathematical skills, spatial imagination, the ability to solve practical problems. to change its traditional teaching mode i

9、s the key to achieving the purpose of the new program. i try to use to ask questions - inquiry learning - faq - feedback practice - summed up as five-step teaching methods, has received very good results. 2, five-step method in teaching practice this teaching method is to fully believe in the abilit

10、y of students formed on the basis of. teachers should be able to have a free hand and boldly so that students do. 1. five-step method in the organization five-step method is a good well-designed every aspect of the organization and content of the arrangements. in particular the preparation of the ca

11、se studies, we should give full consideration to the outline requirements, teaching materials, student practice, teaching and learning environment and many other factors, so willing to accept readily acceptable, easy to exchange. content should be from shallow to deep, from the known to the unknown,

12、 which will help step by step, interlocking, which will help stimulate innovation. the organization should be in place, should be made clear goals and tasks of each student, each moment to be able to concentrate going into the study, the end of a lesson when teachers pay attention to check the learn

13、ing. learning plan for students to study a road map, along the learning goals established in the case, direct approach, the vast majority of students should be able to complete self-study. learning plan to be followed in the preparation of: the main principle. respect for the students, give full pla

14、y to their initiative, i believe that the students, leaving the students enough time to think, so that students do learn from the masters of self-development; the principle of inquiry. school students to explore the case should be conducive to learning, and thus to stimulate students thinking so tha

15、t students in the process of problem-solving experience the joy of success. case studies include the preparation of the content learning goals, ability goals, emotional goals, key and difficult, knowledge links, study method, basic knowledge (problem-oriented), learning reflection, feedback exercise

16、s, summary, work arrangements and so on. the form of a direct description of a clear answer, fill in the blank, select, xiangjie answer questions in writing. arithmetic mean and the geometric mean of a school case (part), i like this design: learning objectives: to master the arithmetic mean of two

17、positive numbers is not less than their geometric mean of this important theorem, cultivate awareness of axiomatic thinking and estimates, master sensible reasoning, minato and other skills. capacity goal: be able to use theorem proving inequality and seek some of the functions of the most value; th

18、rough the analysis of the structure and characteristics of inequality grasp grasp the important link inequality; by significant evidence of inequality and equal conditions for the establishment of an analysis of students rigorous habit of scientific knowledge, and further penetration of variable and constant philosophy. emotional goals: learn to cooperate with each other to enhance friendship, learn from each other; scientific and precise man, convert the angle work. focus: flexible use of means inequality to solve related problems. diffic