题目详情

阅读下列案例,并回答问题。

下面是马老师《圆的认识》一课的教学摘要:

师:想一想,从古至今,为什么车轮都设计成圆形的

生:这样可以滚动;这样快;不震荡;光滑……

师:车轮设计成圆形的、光滑、不震动、跑得快,这又是为什么呢

生:如果不是圆的,是三角形的,车轮就会一颠一颠的,走起路来不平稳。

生:四边形好一点,不,五边形更好。

生:正多边形,边越多越好。

师:(随着发言出示课件)

教育理论(专升本),历年真题,2019年成人高等考试《教育理论专升本》真题

师:那么究竟要正多少边形来做车轮就会不颠簸了呢

生:7,8,11,…,13,14,…,100

师:(边演示边引导学生想象)是这样吗边数越来越多……

教育理论(专升本),历年真题,2019年成人高等考试《教育理论专升本》真题

生(兴奋地大声说):边数越多,多到无数条,那样的多边形的边就几乎看不到了,角也看不到了,中心点到边和到角顶点的距离都相等了,成了圆形车轮,就不会颠簸了,就平稳了。

师:那么什么是圆呢

师生:在一个平面内,当中心点到边的每个点的距离都相等时,这就是圆。

【问题】马老师在这节课中主要贯彻了哪些教学原则请结合案例加以分析。

正确答案及解析

正确答案
解析

马老师在这节课中主要贯彻了以下教学原则:

(1)直观性原则。马老师在带领学生认识“圆”的过程中,先引导学生开展积极的思维活动,然后适时地出示课件,将学生思维中可以滚动的形状按照“三角形一正多边形一圆形”的发展脉络直观地用课件图形一一演示出来,并在演示中进行必要的补充讲解和说明。

(2)启发性原则。马老师设置问题情境,恰到好处地进行点拨,启发学生积极思维。马老师依次抛出“为什么车轮都设计成圆形的”“为什么圆形的车轮光滑、不震动、跑得快一‘要正多少边形做车轮才会不颠簸”“什么是圆”等问题,一步一步地引导、点拨、启发学生思考问题。

(3)循序渐进原则。马老师从“为什么车轮都设计成圆形的”这个问题人手,引导学生探究车轮圆形设计的必然性,进而论证三角形、正多边形都不适合做车轮,渐渐引导学生分析归纳出正多边形边数越多越平稳,最后得出“圆”的定义。由此可见,马老师是按照学生认知顺序,由浅入深、由易到难、由简到繁、由具体到抽象,引导学生循序渐进地认识“圆”。

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