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1、Theuseof4TheGeometer,sSketchpad,secondaryteachingexperienceInrecentyears,manyteachers,especiallyyoungteachers,theuseofTheGeometer,sSketchpad9assistedteachinghasmademanyusefulexplorationandpractice,hasbeenagoodteachingresultsinthispapertotalkabouttheauthor,sexperience.1, TheGeometer9sSketchpad9withle
2、arningeasy,simple,powerfulfeaturesAsateacher,IfyoualreadyhavethebasisforoperationWINDOWS,tomasterTheGeometersSketchpad,basicfunctionisnotdifficult,aslongasitiscarefullyreadthereferencebook,canbe,andifafterthreeorfourdaysoftraining,theproficiencycanbecomparedtomasterit,youcanalsolikeacompass,setsquar
3、e,asisveryconvenienttouseit,andcanbeperfect,torealizetheircreativity,4TheGeometersSketchpad,.Unlikeothercomputergraphicssoftware,hehasmadethegraphics,imagesaredynamic,butalsoontheaccuracyofmathematicalexpression,themostprominentadvantageistomakethegraphics,imagesinachangingstate,remainsthesamegeomet
4、ricrelationshipbetween,thelineisalwaysthemidpointofthemidpointofthelineisalwaysparalleltomaintainparallel.Thiscanhelpstudentstoobservethedynamics,andexploreanddiscovermathematicalrelationshipsbetweenobjectsandspatialrelations.Itistocultivateinnovativetalentsrarecentury-aidedteachingsoftwareisidealfo
5、rsecondaryschoolmathteacherCAItools.2, usingTheGeometer,sSketchpad9istoimprovetheknowledgeoftheformationprocess,todevelopstudentsabilitytoexplorediscovery2.1 TheGeometer,sSketchpad,providesthemeasurementandcalculationfunctions,theobjectscanbemadetomeasure,suchasthesegmentlength,arclength,angle,size,
6、etc.,butalsothevalueofthemeasurementiscalculatedandtheresultsdynamicallydisplayedonthescreen,andwiththemousedraganddropanyoneobject,tochange,demonstratethesizeofthesegeometricobjectsalsochangedtheamountofstudentsidentifyproblemsanddiscussissuesprovidesagoodGarden.Forexample:thetraditionalteachingmet
7、hodsistotellstudentsthetriangleangles,andtheorems,andthenaddtoprove.TheuseofTheGeometersSketchpad,Wecandisplayonthescreen,nomatterhowyoudragthetriangleavertexmove,althoughthetriangle,sthreeanglesofthesizeofthedynamicallychanging,butitshowsthevalueofthethreeangles,andthesame,andcanformformdisplayedon
8、thescreen(seebelowtable).46.581.5105.1123.2By46.219.225.334.487.379.349.622.4180.0180.0180.0180.0ABCABCThroughvisualobservationofthestudentstoexploreandsummarizethenatureofthetriangleangles,andthenguidethestudentstoprove.Anotherexampleistheintersectionoflearningchordtheorem,arbitrarystringstochanget
9、hecircleintersectsAB,CDoftheintersectionPoftheposition,thescreendisplayedonAP*PB,CP*PDtomaintainthevalueofthetotalequaltoaccuratelyexpressesthetheorem.Ifthispointontotheoutercircle,butalsocanbeexpressedasthesecanttheorem.Repostedelsewhereinthepaperforfreedownloadhtt2.2 TheuseofTheGeometer,sSketchpad
10、,participationwillallowstudentstoentertheteachingprocesstorealizethemeaningoftheactiveconstructionofknowledge,adeeperunderstandingofwhattheyhavelearnedthecontent,andeffectivelyresolvethedifficulty.Sub-segmentssuchasparallellinesinproportiontothelaunchofadifficulttheorem,teachingmaterialsareequallyth
11、roughtheparallelsegmentsofthetheoremanexampletoillustrateitscorrectness,thestudentsdonothaveenoughexperience,itisdifficulttoachievetheunderstandingofthetheorem,suchastheuseofgeometricSketchpad4goodcourseware,theclassroominthenetworksothatstudentsonapersonalcomputertomeasurethesegmentlength,segmentth
12、anthecalculation,andthenverifywhetherthesameratiooflinesegmentsindoingso,theteachingfoundinthe,theoremInaddition,throughparallellinesegmentmapthelocation,studentscaneasilyfind,thetheoremofthetwoinferencethattwoofitschangeshowgraphics.aADAaDAbBEbBEBcCFccCFCFFigure1Figure2Figure3Thiscoursewaredesigned
13、tohighlightthedominantpositionofstudentsandexploretheexperimentalobservationofconsciousness,fromthegeneraltospecific,fromimagetoabstraction,somestudentsthroughsuchtests,observation,conjecture,confirmedlater,andthenguidethestudentstogiveevidence,sothatmoredifficulttomakecleartheissueofthestudent,stes
14、tresolved.3,theuseofTheGeometer,sSketchpad9secondaryeducationisconducivetoimprovingthequalityofstudentsTheTheGeometer,sSketchpad,theintroductionofsecondaryschoolmathematicsteaching,thestudentsactivelyparticipateinthediscussion,doingmathematicstest,participateintheactivitiesofteachingpractice,theyare
15、nolongerpassiverecipientsofknowledge,butknowledgeoftheactiveexplorers,thequestionoftheresearchers,TheGeometer,sSketchpaduseofsoabstractandboringbecomesintuitivemathematicalconcepts,images,sothatstudentsfromthefear,aversiontomathematicsintoaloveofmathematicseffectivelytostimulatetheirinterestinlearni
16、ngandenhancetheirconfidencetolearnmathematicsandmobilizethelearningenthusiasm,inparticulartheneedtoenhanceunderstandingoftheconcept,repeatedlearningcontent,asmallnumberofstudentsintheclassroomdidnotknow,andcancopythesoftwaretogohome,andthenrepeatedobservation,repeatedlyrecognized,repeatedlearning,to
17、providestudentswithlearningdifficultieswerere-learningopportunities,thecomputer-assistedinstructionauxiliary9tothedifferentlevelsofstudents.Practicehasprovedthat,TheGeometer,sSketchpad,tothemathematicsteachinghasbroughtanewtypeofteachingmodel,forthemathematicsteachingofgreatsignificance.Repostedelsewhereinthepaperforfreedownloadhttp
