1. Ss look at the picture and scan the passage to understand the main idea while teacher is giving the following questions to inspire Ss to think.*Where are those people?*What are they doing?*Why are they so excited?2. Ss complete the passage with the appropriate -ing form. Then discuss and check the answers with class.Answers: boring, interesting, taking, exciting, amazing3. The teacher raises questions for the students to discuss and encourages them to express their opinions.*Do you like La Tomatina? Why or why not?4. Each group representative reports the discussion result, the teacher gives feedback and the evaluation.Step 6 PracticeActivity 41. Ss complete the Ex 2 in Using structures.2. Check the answers after finishing the exercises.①The dragon boat races are the most exciting part of the Dragon Boat Festival.② The children were excited to go Easter egg hunting.③What an amazing performance! This is the best music festival I have ever been to.④We were amazed by her funny-looking hat.⑤His inspiring speech at the conference won the admiration/ favour of the audience.⑥This is a challenging game to test your memory and observation capabilities. 3. T asks Ss to finish Ex 3 and 4 in Using structures by themselves, then check the answers with class.Step 6 Homework1. Understand and master the functions and usage of the -ing form;2. Finish the other exercises in Using structures.1、通過本節(jié)內(nèi)容學(xué)習(xí),學(xué)生是否理解和掌握動詞-ing形式作定語和表語的功能和意義;2、通過本節(jié)內(nèi)容學(xué)習(xí),學(xué)生能否在理解文段內(nèi)容的基礎(chǔ)上,根據(jù)上下文語境和表達(dá)邏輯,能正確運(yùn)用動詞-ing形式描述節(jié)日慶典。3、通過本節(jié)內(nèi)容學(xué)習(xí),學(xué)生是否歸納和積累用于表達(dá)情緒的相關(guān)詞匯。
本板塊的活動主題是“談?wù)摴?jié)日活動”(Talk about festival activities),主要是從貼近學(xué)生日常生活的角度來切入“節(jié)日”主題。學(xué)生會聽到發(fā)生在三個(gè)國家不同節(jié)日場景下的簡短對話,對話中的人們正在參與或?qū)⒁H歷不同的慶?;顒?。隨著全球化的進(jìn)程加速,國際交流日益頻繁,無論是國人走出國門還是外國友人訪問中國,都已成為司空見慣的事情。因此,該板塊所選取的三個(gè)典型節(jié)日場景都是屬于跨文化交際語境,不僅每組對話中的人物來自不同的文化背景,對話者的身份和關(guān)系也不盡相同。1. Master the new words related to holiday: the lantern, Carnival, costume, dress(sb)up, march, congratulation, congratulate, riddle, ceremony, samba, make - up, after all. 2. To understand the origin of major world festivals and the activities held to celebrate them and the significance of these activities;3. Improve listening comprehension and oral expression of the topic by listening and talking about traditional festivals around the world;4. Improve my understanding of the topic by watching pictures and videos about different traditional festivals around the world;5. Review the common assimilation phenomenon in English phonetics, can distinguish the assimilated phonemes in the natural language flow, and consciously use the assimilation skill in oral expression. Importance:1. Guide students to pay attention to the attitude of the speaker in the process of listening, and identify the relationship between the characters;2. Inspire students to use topic words to describe the festival activities based on their background knowledge. Difficulties:In the process of listening to the correct understanding of the speaker's attitude, accurately identify the relationship between the characters.
Activity 41. Students complete the task of activity 4, then teachers and students check the answers. 2. The teacher organized the students to work together and asked them to use the tables and mind maps sorted out before to retold the important choices in Lin Qiaozhi's life and their resultsStep 5 Language points1. The teacher asks the students to read the text carefully, find out the core words and long and difficult sentences in the text and draw lines, understand the use of vocabulary, and analyze the structure of long and difficult sentences. 2. The teacher explains and summarizes the usage of core vocabulary and asks the students to take notes. 3. The teacher analyzes and explains the long and difficult sentences that the students don't understand, so that the students can understand them better. Step 6 Homework1. Read the text again, in-depth understanding of the text; 2. Master the use of core vocabulary and understand the long and difficult sentences. 3. Complete relevant exercises in the guide plan. 1、通過本節(jié)內(nèi)容學(xué)習(xí),學(xué)生是否理解和掌握閱讀文本中的新詞匯的意義與用法;2、通過本節(jié)內(nèi)容學(xué)習(xí),學(xué)生能否結(jié)合文本特點(diǎn)總結(jié)林巧稚的人生原則和人格品質(zhì)特征;3、通過本節(jié)內(nèi)容學(xué)習(xí),學(xué)生能否針對人生抉擇發(fā)表自己的看法;能否全面地、客觀地、理性地看待問題,進(jìn)而對道德和人性有更加深入的思考和理解。
*wide range of origins(= a great number of different origins, many kinds of origins)*It featured a parade and a great feast with music, dancing, and sports. (=A parade and a great feast with music, dancing, and sports were included as important parts of the Egyptian harvest festival.)*.. some traditions may fade away and others may be established.(= Some traditions may disappear gradually, while other new traditions may come into being.)Step 6 Practice(1) Listen and follow the tape.The teacher may remind the students to pay attention to the meaning and usage of the black words in the context, so as to prepare for the completion of the blanks in activity 5 and vocabulary exercises in the exercise book.(2) Students complete the text of activity 5 by themselves.The teacher needs to remind the students to fill in the blanks with the correct form of the vocabulary they have learned in the text.Students exchange their answers with their partners, and then teachers and students check their answers.(3)Finish the Ex in Activity 5 of students’ book.Step 7 Homework1. Read the text again, in-depth understanding of the text;2. Discuss the origin of festivals, the historical changes of related customs, the influence of commercial society on festivals and the connotation and essential meaning of festivals.3. Complete relevant exercises in the guide plan.1、通過本節(jié)內(nèi)容學(xué)習(xí),學(xué)生是否理解和掌握閱讀文本中的新詞匯的意義與用法;2、通過本節(jié)內(nèi)容學(xué)習(xí),學(xué)生能否結(jié)合文本特點(diǎn)快速而準(zhǔn)確地找到主題句;3、通過本節(jié)內(nèi)容學(xué)習(xí),學(xué)生能否理清論說文的語篇結(jié)構(gòu)和文本邏輯,了解節(jié)日風(fēng)俗發(fā)展與變遷,感悟節(jié)日的內(nèi)涵與意義。
The joke set her crying.這個(gè)玩笑使她哭起來。Step 5 ReadingActivity 31. Students read the small text in activity 3. The teacher provides several small questions to check whether students understand the content of the text and the ideographic function of the -ing form in the text.*Where are those people?*Why did Dr Bethune come to China?*How did he help the Chinese people during the war?*What did Chairman Mao Zedong say about him?2. Ss try to rewrite some sentences using the -ing form. Then check the answers. When checking the answers, the teacher can ask different students to read the rewritten sentences and give comments.Answers:1. he became very interested in medicine, deciding to become a doctor.2. …after hearing that many people were dying in the war.3. Helping to organise hospitals, he taught doctors and nurses, and showed people how to give first aid./ He helped to organise hospitals, teaching doctors and nurses, and showing people how to give first aid.4. …praising Dr Bethune as a hero to be remembered in China.Step 6 PracticeActivity 4Students complete grammar activities 2 and 3 on page 69 of the workbook.Step 6 Homework1. Understand and master the functions and usage of the -ing form;2. Finish the other exercises in Using structures.1、通過本節(jié)內(nèi)容學(xué)習(xí),學(xué)生是否理解和掌握動詞-ing形式作賓語補(bǔ)足語語和狀語語的功能和意義;2、通過本節(jié)內(nèi)容學(xué)習(xí),學(xué)生能否正確使用動詞-ing形式描述人物的行為、動作及其經(jīng)歷;3、通過本節(jié)內(nèi)容學(xué)習(xí),學(xué)生能否獨(dú)立完成練習(xí)冊和導(dǎo)學(xué)案中的相關(guān)練習(xí)。
3.Teachers ask different groups to report the answers to the questions and ask them to try different sentence patterns.The teacher added some sentence patterns for students to refer to when writing.Step 4 Writing taskActivity 51.Write the first draft.Students first review the evaluation criteria in activity 5, and then independently complete the draft according to the outline of activity 4, the answers to the questions listed in the group discussion and report, and the reference sentence pattern.2.Change partners.The teacher guides the students to evaluate their partner's composition according to the checklist of activity 5 and proposes Suggestions for modification.3.Finalize the draft.Based on the peer evaluation, students revise their own compositions and determine the final draft.Finally, through group recommendation, the teacher selects excellent compositions for projection display or reading aloud in class, and gives comments and Suggestions.Step 5 Showing writingActivity 5T call some Ss to share their writing.Step 6 Homework1. Read the passage in this section to better understand the passage.2. Carefully understand the hierarchical structure of the article, and deeply understand the plot of the story according to the causes, process and results;3. Independently complete the relevant exercises in the guide plan.1、通過本節(jié)內(nèi)容學(xué)習(xí),學(xué)生是否理解和掌握閱讀文本中的新詞匯的意義與用法;2、通過本節(jié)內(nèi)容學(xué)習(xí),學(xué)生能否通過人物言行的對比分析道德故事的深層內(nèi)涵;3、通過本節(jié)內(nèi)容學(xué)習(xí),學(xué)生能否根據(jù)故事的起因、經(jīng)過和結(jié)果來深入理解故事的情節(jié),從而了解文章的層次結(jié)構(gòu);4、結(jié)合現(xiàn)實(shí)生活案例發(fā)表自己的見解和看法,寫一篇觀點(diǎn)明確、層次分明的故事評論。
(2) students are divided into groups according to the requirements of activity 3. Each student shares a story of personal experience or hearing-witnessing kindness, and then selects the most touching story in the group and shares it with the whole class. Before the students share the story, the teacher can instruct them to use the words and sentence patterns in the box to express. For example, the words in the box can be classified:Time order: first of all, then, after that, later, finally logical relationship :so, however, although, butTeachers can also appropriately add some transitional language to enrich students' expression:Afterwards, afterwards, at last, in the end, eventuallySpatial order: next to, far from, on the left, in front ofOtherwise, nevertheless, as a result, therefore, furthermore, in addition, as well asSummary: in a word, in short, on the whole, to sum up, in briefStep 8 Homework1. Understand the definition of "moral dilemma" and establish a correct moral view;2. Accumulate vocabulary about attitudes and emotions in listening texts and use them to express your own views;3. Complete relevant exercises in the guide plan.1、通過本節(jié)內(nèi)容學(xué)習(xí),學(xué)生能否理解理解“道德困境”的定義;2、通過本節(jié)內(nèi)容學(xué)習(xí),學(xué)生能否通過說話人所表達(dá)的內(nèi)容、說話的語氣、語調(diào)等來判斷其態(tài)度和情緒;3、通過本節(jié)內(nèi)容學(xué)習(xí),學(xué)生能否針對具體的道德困境發(fā)表自己的看法和見解,能否掌握聽力理訓(xùn)練中的聽力策略。
(一)例題引入籃球聯(lián)賽中,每場比賽都要分出勝負(fù),每隊(duì)勝1場得2分,負(fù)1場得1分。某隊(duì)在10場比賽中得到16分,那么這個(gè)隊(duì)勝負(fù)場數(shù)分別是多少?方法一:(利用之前的知識,學(xué)生自己列出并求解)解:設(shè)剩X場,則負(fù)(10-X)場。方程:2X+(10-X)=16方法二:(老師帶領(lǐng)學(xué)生一起列出方程組)解:設(shè)勝X場,負(fù)Y場。根據(jù):勝的場數(shù)+負(fù)的場數(shù)=總場數(shù) 勝場積分+負(fù)場積分=總積分得到:X+Y=10 2X+Y=16
3)乘除運(yùn)算①有理數(shù)的乘法法則:(老師給出,學(xué)生一起朗讀)1. 兩數(shù)相乘,同號得正,異號得負(fù),并把絕對值相乘;2. 任何數(shù)與零相乘都得零;3. 幾個(gè)不等于零的數(shù)相乘,積的符號由負(fù)因數(shù)的個(gè)數(shù)決定,當(dāng)負(fù)因數(shù)有奇數(shù)個(gè)數(shù),積為負(fù);當(dāng)負(fù)因數(shù)的個(gè)數(shù)為偶數(shù)個(gè)時(shí),積為正;4. 幾個(gè)有理數(shù)相乘,若其中有一個(gè)為零,積就為零。②有理數(shù)的除法法則:(老師提問,學(xué)生回答)1. 兩個(gè)有理數(shù)相除,同號得正,異號得負(fù),并把絕對值相除;2. 除以一個(gè)數(shù)等于乘以這個(gè)數(shù)的倒數(shù)。③關(guān)系(老師給出)除法轉(zhuǎn)化為乘法進(jìn)行運(yùn)算。
一、課前準(zhǔn)備師:同學(xué)們想一想,你同父母一起去商店買衣服時(shí),衣服上的號碼都有哪些,標(biāo)志是什么?學(xué)生:我看到有些衣服上標(biāo)有M、S、L、XL、XXL等號碼.但我不清楚代表的具體范圍,適合什么人穿,但肯定與身高、胖瘦有關(guān).師:這位同學(xué)很善動腦,也愛觀察.S代表最小號,身高在150~155cm的人適合穿S號.M號適合身高在155~160cm的人著裝……廠家做衣服訂尺寸也并不是按所有人的尺寸定做,而是按某個(gè)范圍分組批量生產(chǎn).你覺得這種生產(chǎn)方法有什么優(yōu)點(diǎn)?學(xué)校要為同學(xué)們訂制校服,為此小明調(diào)查了他們班50名同學(xué)的身高,結(jié)果(單位cm).如下
本節(jié)的內(nèi)容主要是反比例函數(shù)的概念教學(xué).反比例函數(shù)概念的建立,不能從形式上進(jìn)行簡單的抽象與概括,而是對這些實(shí)例從不同角度抽象出本質(zhì)屬性后,再進(jìn)行概括。教材設(shè)計(jì)的基本思路是從現(xiàn)實(shí)生活中大量的反比例關(guān)系中抽象出反比例函數(shù)概念,讓學(xué)生進(jìn)一步感受函數(shù)是反映現(xiàn)實(shí)世界中變量關(guān)系的一種有效數(shù)學(xué)模型,逐步從對具體反比例函數(shù)的感性認(rèn)識上升到對抽象的反比例函數(shù)概念的理性認(rèn)識. 同時(shí)本節(jié)的學(xué)習(xí)內(nèi)容,直接關(guān)系到本章后續(xù)內(nèi)容的學(xué)習(xí),也是繼續(xù)學(xué)習(xí)其它各類函數(shù)的基礎(chǔ),其中蘊(yùn)涵的類比、歸納、對應(yīng)和函數(shù)的數(shù)學(xué)思想方法,對學(xué)生今后研究問題、解決問題以及終身的發(fā)展都是非常有益的.基于以上分析,本節(jié)教學(xué)設(shè)計(jì)是建立在一個(gè)個(gè)數(shù)學(xué)活動的基礎(chǔ)上,經(jīng)過對情境理解、本質(zhì)抽象的積累而形成的.讓學(xué)生對一類問題情境中兩個(gè)變量間的關(guān)系,在充分經(jīng)歷寫表達(dá)式,計(jì)算函數(shù)值和觀察函數(shù)值隨自變量變化規(guī)律的過程中,逐步概括形成反比例函數(shù)的概念.針對教學(xué)實(shí)際,我選取了貼學(xué)生現(xiàn)實(shí)的,有價(jià)值的實(shí)例“文具店里買學(xué)習(xí)用品”和“剪面積為定值的長方形紙片”等作為問題情境.
創(chuàng)設(shè)情境,導(dǎo)入新課:你對母親知多少師問1:我們5月份剛過了一個(gè)重要的節(jié)日,你知道是什么嗎?----母親節(jié)。師問2:那你知道媽媽的生日嗎?(舉手示意),每個(gè)媽媽都知道自己孩子的生日,請不知道的同學(xué)回家了解一下,多關(guān)心一下自己的父母。師問3:那你知道媽媽最愛吃的菜嗎?你可以選擇知道、不知道或者是沒有愛吃的(拖動白板上相對應(yīng)的表情符號)。請大家用不同的手勢表示出來。我找3名同學(xué)統(tǒng)計(jì)各組的數(shù)據(jù),寫在黑板上(隨機(jī)找3名學(xué)生數(shù)人數(shù))。下面我來隨機(jī)采訪一下:你媽媽最喜歡吃的菜是什么?(教師隨機(jī)采訪,結(jié)合營養(yǎng)搭配和感恩教育)
一、教學(xué)目標(biāo)(一)知識教育點(diǎn)使學(xué)生掌握拋物線的定義、拋物線的標(biāo)準(zhǔn)方程及其推導(dǎo)過程.(二)能力訓(xùn)練點(diǎn)要求學(xué)生進(jìn)一步熟練掌握解析幾何的基本思想方法,提高分析、對比、概括、轉(zhuǎn)化等方面的能力.(三)學(xué)科滲透點(diǎn)通過一個(gè)簡單實(shí)驗(yàn)引入拋物線的定義,可以對學(xué)生進(jìn)行理論來源于實(shí)踐的辯證唯物主義思想教育.二、教材分析1.重點(diǎn):拋物線的定義和標(biāo)準(zhǔn)方程.2.難點(diǎn):拋物線的標(biāo)準(zhǔn)方程的推導(dǎo).三、活動設(shè)計(jì)提問、回顧、實(shí)驗(yàn)、講解、板演、歸納表格.四、教學(xué)過程(一)導(dǎo)出課題我們已學(xué)習(xí)了圓、橢圓、雙曲線三種圓錐曲線.今天我們將學(xué)習(xí)第四種圓錐曲線——拋物線,以及它的定義和標(biāo)準(zhǔn)方程.課題是“拋物線及其標(biāo)準(zhǔn)方程”.首先,利用籃球和排球的運(yùn)動軌跡給出拋物線的實(shí)際意義,再利用太陽灶和拋物線型的橋說明拋物線的實(shí)際用途。
教學(xué)目的:理解并熟練掌握正態(tài)分布的密度函數(shù)、分布函數(shù)、數(shù)字特征及線性性質(zhì)。教學(xué)重點(diǎn):正態(tài)分布的密度函數(shù)和分布函數(shù)。教學(xué)難點(diǎn):正態(tài)分布密度曲線的特征及正態(tài)分布的線性性質(zhì)。教學(xué)學(xué)時(shí):2學(xué)時(shí)教學(xué)過程:第四章 正態(tài)分布§4.1 正態(tài)分布的概率密度與分布函數(shù)在討論正態(tài)分布之前,我們先計(jì)算積分。首先計(jì)算。因?yàn)?利用極坐標(biāo)計(jì)算)所以。記,則利用定積分的換元法有因?yàn)椋运梢宰鳛槟硞€(gè)連續(xù)隨機(jī)變量的概率密度函數(shù)。定義 如果連續(xù)隨機(jī)變量的概率密度為則稱隨機(jī)變量服從正態(tài)分布,記作,其中是正態(tài)分布的參數(shù)。正態(tài)分布也稱為高斯(Gauss)分布。
教學(xué)準(zhǔn)備 1. 教學(xué)目標(biāo) 知識與技能掌握雙曲線的定義,掌握雙曲線的四種標(biāo)準(zhǔn)方程形式及其對應(yīng)的焦點(diǎn)、準(zhǔn)線.過程與方法掌握對雙曲線標(biāo)準(zhǔn)方程的推導(dǎo),進(jìn)一步理解求曲線方程的方法——坐標(biāo)法.通過本節(jié)課的學(xué)習(xí),提高學(xué)生觀察、類比、分析和概括的能力.情感、態(tài)度與價(jià)值觀通過本節(jié)的學(xué)習(xí),體驗(yàn)研究解析幾何的基本思想,感受圓錐曲線在刻畫現(xiàn)實(shí)和解決實(shí)際問題中的作用,進(jìn)一步體會數(shù)形結(jié)合的思想.2. 教學(xué)重點(diǎn)/難點(diǎn) 教學(xué)重點(diǎn)雙曲線的定義及焦點(diǎn)及雙曲線標(biāo)準(zhǔn)方程.教學(xué)難點(diǎn)在推導(dǎo)雙曲線標(biāo)準(zhǔn)方程的過程中,如何選擇適當(dāng)?shù)淖鴺?biāo)系. 3. 教學(xué)用具 多媒體4. 標(biāo)簽
教 學(xué) 過 程教師 行為學(xué)生 行為教學(xué) 意圖時(shí)間 *揭示課題 8.4 圓(二) *創(chuàng)設(shè)情境 興趣導(dǎo)入 【知識回顧】 我們知道,平面內(nèi)直線與圓的位置關(guān)系有三種(如圖8-21): (1)相離:無交點(diǎn); (2)相切:僅有一個(gè)交點(diǎn); (3)相交:有兩個(gè)交點(diǎn). 并且知道,直線與圓的位置關(guān)系,可以由圓心到直線的距離d與半徑r的關(guān)系來判別(如圖8-22): (1):直線與圓相離; (2):直線與圓相切; (3):直線與圓相交. 介紹 講解 說明 質(zhì)疑 引導(dǎo) 分析 了解 思考 思考 帶領(lǐng) 學(xué)生 分析 啟發(fā) 學(xué)生思考 0 15*動腦思考 探索新知 【新知識】 設(shè)圓的標(biāo)準(zhǔn)方程為 , 則圓心C(a,b)到直線的距離為 . 比較d與r的大小,就可以判斷直線與圓的位置關(guān)系. 講解 說明 引領(lǐng) 分析 思考 理解 帶領(lǐng) 學(xué)生 分析 30*鞏固知識 典型例題 【知識鞏固】 例6 判斷下列各直線與圓的位置關(guān)系: ⑴直線, 圓; ⑵直線,圓. 解?、?由方程知,圓C的半徑,圓心為. 圓心C到直線的距離為 , 由于,故直線與圓相交. ⑵ 將方程化成圓的標(biāo)準(zhǔn)方程,得 . 因此,圓心為,半徑.圓心C到直線的距離為 , 即由于,所以直線與圓相交. 【想一想】 你是否可以找到判斷直線與圓的位置關(guān)系的其他方法? *例7 過點(diǎn)作圓的切線,試求切線方程. 分析 求切線方程的關(guān)鍵是求出切線的斜率.可以利用原點(diǎn)到切線的距離等于半徑的條件來確定. 解 設(shè)所求切線的斜率為,則切線方程為 , 即 . 圓的標(biāo)準(zhǔn)方程為 , 所以圓心,半徑. 圖8-23 圓心到切線的距離為 , 由于圓心到切線的距離與半徑相等,所以 , 解得 . 故所求切線方程(如圖8-23)為 , 即 或. 說明 例題7中所使用的方法是待定系數(shù)法,在利用代數(shù)方法研究幾何問題中有著廣泛的應(yīng)用. 【想一想】 能否利用“切線垂直于過切點(diǎn)的半徑”的幾何性質(zhì)求出切線方程? 說明 強(qiáng)調(diào) 引領(lǐng) 講解 說明 引領(lǐng) 講解 說明 觀察 思考 主動 求解 思考 主動 求解 通過例題進(jìn)一步領(lǐng)會 注意 觀察 學(xué)生 是否 理解 知識 點(diǎn) 50
本人所教的兩個(gè)班級學(xué)生普遍存在著數(shù)學(xué)科基礎(chǔ)知識較為薄弱,計(jì)算能力較差,綜合能力不強(qiáng),對數(shù)學(xué)學(xué)習(xí)有一定的困難。在課堂上的主體作用的體現(xiàn)不是太充分,但是他們能意識到自己的不足,對數(shù)學(xué)課的學(xué)習(xí)興趣高,積極性強(qiáng)。 學(xué)生在學(xué)習(xí)交往上表現(xiàn)為個(gè)別化學(xué)習(xí),課堂上較為依賴?yán)蠋煹囊龑?dǎo)。學(xué)生的群體性小組交流能力與協(xié)同討論學(xué)習(xí)的能力不強(qiáng),對學(xué)習(xí)資源和知識信息的獲取、加工、處理和綜合的能力較低。在教學(xué)中盡量分析細(xì)致,減少跨度較大的環(huán)節(jié),對重要的推導(dǎo)過程采用板書方式逐步進(jìn)行,力求讓絕大多數(shù)學(xué)生接受。 1.理解橢圓標(biāo)準(zhǔn)方程的推導(dǎo);掌握橢圓的標(biāo)準(zhǔn)方程;會根據(jù)條件求橢圓的標(biāo)準(zhǔn)方程,會根據(jù)橢圓的標(biāo)準(zhǔn)方程求焦點(diǎn)坐標(biāo). 2.通過橢圓圖形的研究和標(biāo)準(zhǔn)方程的討論,使學(xué)生掌握橢圓的幾何性質(zhì),能正確地畫出橢圓的圖形,并了解橢圓的一些實(shí)際應(yīng)用。 1.讓學(xué)生經(jīng)歷橢圓標(biāo)準(zhǔn)方程的推導(dǎo)過程,進(jìn)一步掌握求曲線方程的一般方法,體會數(shù)形結(jié)合等數(shù)學(xué)思想;培養(yǎng)學(xué)生運(yùn)用類比、聯(lián)想等方法提出問題. 2.培養(yǎng)學(xué)生運(yùn)用數(shù)形結(jié)合的思想,進(jìn)一步掌握利用方程研究曲線的基本方法,通過與橢圓幾何性質(zhì)的對比來提高學(xué)生聯(lián)想、類比、歸納的能力,解決一些實(shí)際問題。 1.通過具體的情境感知研究橢圓標(biāo)準(zhǔn)方程的必要性和實(shí)際意義;體會數(shù)學(xué)的對稱美、簡潔美,培養(yǎng)學(xué)生的審美情趣,形成學(xué)習(xí)數(shù)學(xué)知識的積極態(tài)度. 2.進(jìn)一步理解并掌握代數(shù)知識在解析幾何運(yùn)算中的作用,提高解方程組和計(jì)算能力,通過“數(shù)”研究“形”,說明“數(shù)”與“形”存在矛盾的統(tǒng)一體中,通過“數(shù)”的變化研究“形”的本質(zhì)。幫助學(xué)生建立勇于探索創(chuàng)新的精神和克服困難的信心。
(2)、中國堅(jiān)持以互利合作實(shí)現(xiàn)共同繁榮----促進(jìn)共同發(fā)展中國堅(jiān)持以互利合作實(shí)現(xiàn)共同繁榮。中國連續(xù)擔(dān)任經(jīng)社理事會理事國,積極參與經(jīng)社系統(tǒng)有關(guān)經(jīng)濟(jì)和社會發(fā)展的重要國際會議和其他活動并承辦了聯(lián)合國第四次世界婦女大會。中國積極推動南北對話和南南合作,敦促發(fā)達(dá)國家為實(shí)現(xiàn)全球普遍、協(xié)調(diào)、均衡發(fā)展承擔(dān)更多責(zé)任。中國加人多項(xiàng)國際人權(quán)公約并認(rèn)真履行公約義務(wù),與聯(lián)合國人權(quán)事務(wù)高級專員保持良好合作,與多國展開人權(quán)對話。相關(guān)鏈接:1995年9月,聯(lián)合國第四次世界婦女大會在北京舉行。來自197個(gè)國家和地區(qū)以及眾多國際組織的1.76萬名代表圍繞會議主題“以行動謀求平等、發(fā)展與和平”展開熱烈討論。會議通過了《北京宣言》和《行動綱領(lǐng)》,為全球婦女事業(yè)的發(fā)展注入了新的活力。
1.制作紅燈籠師:(展示漂亮的燈籠)小朋友們想不想自己親手制作一個(gè)呢?生:好呀師:那小朋友們知道制作燈籠需要什么材料嗎?生:彩紙、剪刀...師:沒錯,那老師先來展示一下怎么制作燈籠吧!(展示完后,開始讓小朋友兩兩組合共同制作)2.制作燈籠剪紙師:小朋友們,剛剛是不是已經(jīng)制作燈籠了呀?下面我們進(jìn)行一個(gè)更好玩的環(huán)節(jié)?生:好呀好呀!師:那我先來展示一下咯,小朋友們別眨眼呀!(展示完后,開始讓小朋友們獨(dú)立完成)小結(jié):通過制作共同合作制作燈籠與獨(dú)自完成燈籠剪影,不僅使他們更能感知燈籠的形狀,更能提高小朋友們的動手能力和思考力。
文本分析《琵琶行》作為白居易最為出名的詩歌之一,內(nèi)容詳實(shí),情感動人,在詩歌中,白居易塑造了兩個(gè)形象極為鮮明的人物——琵琶女&作者本人。一個(gè)是江湖薄命人,一個(gè)是官場失意者。兩個(gè)本無交集的人因?yàn)榫┒寂寐曄嘤?,互訴衷腸后,發(fā)出“同是天涯淪落人,相逢何必曾相識“的感慨