1, graphic analysis This is actually a simulation method, which is very intuitive and targeted, and is widely used in mathematics teaching. Such as engineering problems, speed problems, deployment problems, etc. It is often analyzed by drawing, and students can understand the meaning of the problem through charts, so as to set unknowns and list equations to solve according to the content of the problem. (Example omitted)
2. Personal experience method, such as sailing against the current, sailing against the current. Many students have never been on a boat, so it is difficult for them to understand the speed of sailing with the current, against the current and against the current. In order to make students understand, I take cycling as an example (because most students ride bicycles). The students all have personal experience. Riding with the wind is easy, but riding against the wind is difficult. This is the effect of wind speed. At the same time, it is clear that sailing boat and bicycle are the same thing, and the different factors that affect it are current speed and wind speed. In this way, students can understand.
At the same time, it is also clear that the speed of a ship sailing along the river is equal to the speed of the ship in still water plus the speed of the current; The speed of sailing against the current is equal to the speed of the ship in still water MINUS the speed of the current.
3, intuitive analysis, such as concentration, first of all to explain the meaning of percentage concentration, at the same time to explain the calculation method of percentage concentration.
Secondly, it is important to prepare several cups before class and weigh a certain amount of water and several packets of salt into the classroom for example.
For example, a glass of salt water containing 15% is 200 grams. How much salt should I add to make the salt water contain 20%?
When analyzing this example, the teacher first prepared 200 g 15% saline in front of the students (the students knew that there was 30 g of salt), and now 200 g 15% saline was prepared into 20% saline. The teacher wants to add salt. I don't know how much salt to add, but the weight of salt has changed. In this way, the equation can be formulated according to the change of salt weight. In salt water with salt content of 20%, the total weight of salt minus the original total weight of 200g 15% is equal to the added salt weight.
That is, if the salt to be added is x grams, then (200+x) × 20% 200×15% = X.
By solving this equation, the weight of salt can be obtained.