How to demonstrate the moving point problem with geometric sketchpad? Just select the moving point you want to move, and then select Show->; Generating animation of points can make points move on the required trajectory.
How to demonstrate the course with geometric sketchpad? The traditional mathematics classroom teaching content is presented in a single way, with small classroom capacity and low efficiency. In the teaching environment of modern information technology, teaching information is presented in various interesting ways. Information technology is the first choice to improve classroom teaching efficiency in introducing new courses, breaking through teaching difficulties, cultivating students' ability, stimulating students' interest in learning and increasing classroom capacity. After all, information technology is an auxiliary teaching method, and not all teaching contents are suitable for multimedia technology. This requires teachers to combine information technology with the advantages of traditional teaching and mathematics curriculum resources, give full play to the advantages of modern information technology and make teachers and students interact harmoniously. The author expounds how to find the best combination of information technology and mathematics teaching in teaching, skillfully use the advantages of modern information technology and improve classroom teaching efficiency as follows:
First, create situations to stimulate students' interest in learning. Learning mathematics knowledge in a vivid and close-to-life situation is more likely to stimulate students' interest in exploring knowledge and solving problems. The situation created should be closely related to students' daily life, and at the same time, multimedia technologies such as video, audio and pictures should be fully utilized to present problems. Faced with various forms of information presentation, students will show strong curiosity. Once this curiosity develops into learning interest and motivation, they will show a strong thirst for knowledge and greatly improve the classroom.
In many years of mathematics classroom teaching, I often combine students' reality and use modern teaching methods such as multimedia to create situations that are closely related to real life, so that students can study easily and happily, stimulate their strong desire to explore new knowledge, and achieve the purpose of mobilizing students' interest in learning. For example, in the process of introducing probability, first, use multimedia to play videos that students are interested in, such as shopping mall lottery, sports lottery, shooting competition hit points, etc., and introduce probability learning; Another example is the animation demonstration of the trinity nature of isosceles triangle; Demonstrate the position relationship between the sun and the horizon with multimedia, and introduce the positions of circles and straight lines; This paper introduces Pythagorean theorem by demonstrating the triangle quicksand principle of Pythagorean theorem in multimedia. Using multimedia to demonstrate the picture of Shenzhou 5 rocket rising into the sky, showing the relevant data and formulas for calculating the speed of the first universe, and introducing the calculation of square root, these scenes are well-informed and lively, which stimulates students' interest in learning mathematics and greatly improves the teaching efficiency.
Secondly, we should break through the difficulties of abstract concept teaching with the help of animation and other technologies. The main difficulties in mathematics learning are abstract concepts such as theorems, rules, formulas and conclusions. The key to learning mathematical concepts is to let students experience and participate in the formation process. The establishment of these concepts often requires strict logical reasoning. Multimedia technology can transform abstract concepts into familiar images, static knowledge into dynamic images, help students understand concepts more clearly and completely, and achieve the purpose of improving classroom teaching efficiency. For example, in the positional relationship between a circle and a straight line, using multimedia to demonstrate the positional relationship between the sun and the horizon can not only arouse students' learning enthusiasm, but also promote students' active participation in learning, exploring knowledge, hands-on operation and analyzing and solving problems. For another example, when exploring "edges and corners" can't prove that two triangles are similar, use multimedia to display two triangles, and mark the same amount with lines of different colors. Students can easily draw conclusions through observation. For another example, when exploring the law of Y changing with X in the proportional function, we can demonstrate the function image of the proportional function through the geometric sketchpad, and observe the position of the image by arbitrarily taking different values of k; Give the coordinates of any point on the image and measure this point; Drag this point to change its position, and observe the change of abscissa and ordinate of this point; Guide students to explore, discuss and summarize the nature of proportional function. Through the demonstration of geometry sketchpad, students can not only observe, explore and discover the quantitative relationship and structural relationship between variables in the dynamic process, but also help students to rise from perceptual knowledge to rational knowledge, change abstraction into intuition, and make "number" and "shape" perfectly combined.
Third, skillfully use multimedia technology to solve mathematical problems in life. The new curriculum standard requires that the materials of mathematics learning content should be close to the reality of students' life in order to better serve students' life. In teaching, we should design the teaching content according to the actual life, create various scenarios, ask real and thoughtful questions, let mathematics really come into life and experience the role of mathematics in life. The designed scene is presented by multimedia technology. When students see familiar life scenes, they will be immersed in them, have a strong desire to explore, actively operate and cooperate with each other, so as to better complete the teaching objectives. By solving some practical problems in life, students can realize that mathematics is closely related to real life, thus enhancing their desire for mathematical knowledge. For example, in the nature of rectangle, students can be guided to explore and discuss from three aspects: side, angle and diagonal of rectangle. Teachers can list examples of rectangles in real life through multimedia, demonstrate the moving framework of parallelogram, and let students observe the changes of angles. When an angle becomes a right angle, the parallelogram is a rectangle. Through the above exploration, students can easily get the nature of rectangle, and teachers can further guide students to compare the nature of rectangle with that of parallelogram to deepen their understanding. Next, through multimedia courseware, provide students with exercises with rich and varied questions and moderate difficulty, and practice from shallow to deep. This helps students to understand knowledge from real life, which not only increases classroom capacity, but also improves classroom teaching efficiency. For another example, an ant crawls around the cone at point A on the bottom circle of the cone, and returns to point A a week later. How to expand the side of the cone with multimedia animation when climbing the nearest point. Students will use the shortest line segment between two points to find out how to climb the nearest point. After this difficulty is broken, the following problems are readily solved. In the chapter of space and graphics, the curriculum standard requires understanding graphics and its transformation through examples, exploring basic properties such as axis symmetry, translation and rotation with the help of graphics, designing with graphic transformation, emphasizing the realistic background of content, connecting with students' life experience, and letting students understand the concept and nature of graphics. Axisymmetry is a common graphic transformation in life. In teaching, multimedia is used to show some symmetrical natural landscapes, material structures, buildings, artworks, daily necessities, window grilles and other examples. Let students feel that there are many symmetrical changes in life and they are close to life. By observing these figures, we can find out the same characteristics and improve classroom efficiency.
Fourth, collect data, expand students' knowledge in many ways and improve students' ability. Using the Internet can collect a lot of information in various fields, which can not only expand students' knowledge and help them better understand mathematics knowledge, but also provide rich teaching resources and space for improving students' various abilities. When learning statistical knowledge, the traditional classroom teaching has small capacity and low efficiency; Using multimedia can not only present a large number of statistical charts and special topics, but also draw standard and beautiful statistical charts quickly and conveniently. We can guide students to draw statistical charts with spreadsheets, such as investigating the number of programs that students like in a class and making fan-shaped statistical charts. The operation process is as follows: (1), the number of people who like various programs is investigated by questionnaire and counted; (2) Open Excel software, input data line by line and select; (3) Use the chart function of the software to open the chart wizard window; (4) Select a pie chart among the standard chart types, and click Next to open the window; (5) Select "Column" and click "Next" to open the window; (6) Select "Percentage (P)" in "Data Label Inclusion" of "Data Label" and click "Finish" to make a pie chart. Using spreadsheets can not only draw fan charts, but also draw other types of statistical charts, and can also help us find statistics such as mean, median, mode and variance. For another example, when drawing function images to explore nature, the method of drawing points and connecting lines is generally adopted. The more points are drawn, the more accurate the function image is drawn. However, it is sometimes difficult to draw an accurate image only by hand drawing, but this problem can be easily solved by using the geometric sketchpad. For example, draw an image with y=5X-2, start the function of drawing a function image with the Geometer's Sketchpad, input the analytical formula of function y=5x-2, and the computer will automatically draw an image. Students can easily summarize the properties through observation. Drawing software can not only help us draw function images, but also help us study the properties of functions. When exploring the relationship between the position of a circle and its center distance, five kinds of position maps of the circle can be easily drawn by using the geometric sketchpad, and the center distance can be measured by measurement, so that students can discuss the relationship between the quantity and the shape of the circle in the saved time.
Fifth, increase classroom capacity and improve students' ability to analyze and solve problems. Some contents have been deleted and integrated in the new junior high school mathematics curriculum, but knowledge is needed to pave the way for solving some problems. Conventional classroom teaching spends too much time in the process of blackboard writing and guidance. The teacher wants the students to understand the formation process of this knowledge, but there is no time. After using multimedia to successfully break through the difficulties, some teaching procedures will be simplified, classroom efficiency will be improved, and then classroom capacity may be increased. For example, in the section of similar triangles, the textbook first arranges students to draw pictures to explore the proportionality theorem of parallel lines, and then learns similar triangles's judgment method. In the traditional classroom teaching, students can only get three proportional formulas after drawing and measuring: the upper ratio is equal to the upper ratio, the upper ratio is equal to the upper ratio, and the lower ratio is equal to the lower ratio, so there is no time to explore the method of judging the similarity of triangles. When using multimedia teaching, students can vividly show this theorem with dynamic images on multimedia after drawing data, and get the corresponding proportional formula. The saved time can be used to explore the essence of proportion in more depth and detail, so that students can understand the essence of proportion, the essence of proportion, the essence of proportion, the essence of proportion and other related knowledge, so that students can really understand the connotation of the theorem of proportion between parallel lines and line segments and use it to solve problems. For example, there is an exercise in the section of the tangent length theorem of a circle. The graph of the topic is the graph of the tangent line theorem. In the process of proof, the method of adding auxiliary lines when proving the cutting line theorem is used. If we don't deal with this problem, most students can't add auxiliary lines accurately and complete the proof. They can only let students know the cutting line by multimedia in class and understand the method of adding auxiliary lines to prove the cutting line theorem. When learning the properties of trapezoid, we should explore the properties of trapezoid after learning related concepts, but the properties are difficult to prove. Using multimedia teaching, after showing the basic concepts of cognition, six methods of adding auxiliary lines commonly used in trapezoidal problems are proved by multimedia, and then students can easily add auxiliary lines when proving properties, and the difficulties are easy to break through.
In a word, to improve the efficiency of mathematics classroom teaching by using modern educational technology, we should thoroughly understand the teaching materials, be familiar with the advantages of these educational media, find the combination of curriculum resources and modern teaching media, and choose teaching methods according to the actual situation, so as to make mathematics classroom full of fun, vitality and challenges, thus building an efficient mathematics classroom.
How to demonstrate ruler drawing with geometric sketchpad? I happen to have a courseware for drawing a ruler. Please tell me your address if necessary. Among them, the drawing process is not as simple and endless as your question. See for yourself the production method and process.
How to demonstrate the similarity of triangles with geometric sketchpad is too general. One way is to click the vertex of each triangle to build the interior of the triangle. Two triangles with different colors will appear on the screen. This is a direct demonstration.
You can also click the corresponding point at a time and select the moving point in the Edit Select Animation button, so that you can move one triangle to another triangle during animation.
In practice, it depends on how your graphics are and decide which method to use. There are many more.
How to demonstrate the process of cell division with the Geometer's Sketchpad 1? Click the custom tool and select "Cone A"-"Ellipse (center+vertex)" to construct a roughly horizontal ellipse.
2. Construct a point A on the ellipse, select the center O and point A of the ellipse, and transform-translate -90-5cm to get the corresponding translation point. Change the label of point A' to point C, and change the label of point O' to point D. ..
3. Construct a rectangle OACD, and set the side length of the rectangle as line segments with different colors.
4. Select line segments OA, AC and CD, and select the command of "Display"-"Track Line Segment".
5. Select point A, select Edit-Action Button-Animation Command, make an action button, name it Animation Point, set the direction to forward, check it only once, and set the speed to medium.
6. Select a focus of the ellipse and select Edit-Operation Button-Hide/Show Command; Right-click the hide button, and under the hide/show page of the pop-up dialog box, select Always hide objects.
7. Select another focus of the ellipse and select Edit-Operation Button-Hide/Show Command; Right-click the hide button, and under the hide/show page of the pop-up dialog box, select Always hide objects.
8. Select these two operation buttons, select Edit-Operation Button-Series Command, right-click the series action button, select at the same time under the series button page of the pop-up dialog box, check Clear all traces, and confirm.
9. Hide the redundant objects and complete the courseware making.
Geometric sketchpad:
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I hope to adopt it in time: click "adopt the answer" in the lower right corner of my answer.
How to make animation with geometric sketchpad? You can design a point or pattern to move on a limited line segment. The color inside changes with the distance. Try more, it's easy to get started.
How to use the Geometer's Sketchpad (M) I have time to study it!
How to draw a curve system with geometry sketchpad 5.0 1 Click "Data → New Parameter" and enter a in the name.
2. Click "Draw → Draw a new function" and enter "A * X 2" to confirm.
3. Select a and parabolic images, click "Construct → Function Family", and enter-1~ 1 within the range to confirm.
How to dynamically demonstrate the new independent variables A, B and C in the function image of quadratic function with geometric sketchpad? Then, click the drawing menu to create a new function. When editing a function expression, click these three parameters to edit it into the expression. After drawing the function image, the function image will change dynamically by changing the size of these three parameters.
The basic expression of quadratic function is y=ax? +bx+c(a≠0). The highest degree of a quadratic function must be quadratic, and the image of a quadratic function is a parabola whose symmetry axis is parallel or coincident with the Y axis.
Quadratic function expression y=ax? The definition of +bx+c (and a≠0) is quadratic polynomial (or monomial).
If another value of y is equal to zero, a quadratic equation can be obtained. The solution of this equation is called the root of the equation or the zero of the function.