I. Guiding ideology
Actively rather than passively implement the reform of the new curriculum standard in senior high school, and carefully interpret the concept of the new curriculum standard; Study the connection between the new curriculum standard experiment in senior high school and the college entrance examination; Transforming students' receptive and passive learning into active and research-based learning; On the basis of nine-year compulsory education mathematics curriculum, students can further improve their mathematics literacy as future citizens to meet the needs of personal development and social progress. The specific objectives are as follows.
1. Get the necessary basic knowledge and skills of mathematics, understand the essence of basic mathematical concepts and conclusions, understand the background and application of concepts and conclusions, and understand the mathematical ideas and methods contained in them, as well as their role in subsequent learning. Experience the process of mathematical discovery and creation through different forms of autonomous learning and inquiry activities.
2. Improve the ability to raise, analyze and solve problems (including simple practical problems) with mathematics, express and communicate with mathematics, and develop the ability to acquire mathematical knowledge independently.
3. Cultivate the consciousness of mathematical application and innovation, and try to think and judge some mathematical models contained in the real world.
4. Improve interest in learning mathematics, establish confidence in learning mathematics well, and form persistent research spirit and scientific attitude.
5. Have a certain mathematical vision, gradually understand the scientific value, application value and cultural value of mathematics, form critical thinking habits, advocate the' rational spirit of mathematics', and experience the aesthetic significance of mathematics, thus further establishing dialectical materialism and historical materialism world outlook.
Two. job objective
Under the leadership of the teaching and research team leader, the lesson preparation team leader is responsible for the preparation and teaching and research work of the grade, and strives to improve the teaching quality of this grade.
1. The members of the whole group sincerely unite, care for and support each other, develop a colleague relationship of comrades and brothers, and strive to make our senior one math group a vibrant and excellent group.
2. Strengthen exchanges regardless of time and place, learn from each other's strengths, keep pace with the times, and learn from each other's strengths.
3. In daily work, not only maintain and optimize personal characteristics, but also realize resource sharing, and the related work of similar classes is basically unified.
4. Do a good job in the teaching of activity classes and research-based learning classes in this grade, cultivate students with spare capacity and expertise, do a good job in transforming underachievers, and really improve the quality of education on a large scale.
Three. Main measures
1. The teacher's careful preparation and passionate teaching are in exchange for students' high learning efficiency.
2. Implement the related work arranged by the school and the teaching and research group.
3. Implement the training and auxiliary work for the third year of high school! Education should start with dolls, so we should start with today's difficult teaching.
Four. Activity concept
1. Finish the related work of the school (guidance office, teaching and research group) on time.
2.*** With research and discussion, the preparation team has two sets of papers for each chapter of the new textbook.
3. Prepare lessons collectively once a week, and every time there is a center spokesman to organize teaching seminars so as to prepare lessons collectively in chapters.
4. Listen to each other, learn from each other's strengths and improve yourself.
5. Seriously organize training and minor work.
6. Do a good job in subject examination, module review, proposition, examination, marking, score statistics and quality analysis and evaluation.
7. Actively organize the whole group to discuss the characteristics of teaching materials, actively think about and analyze teaching methods, and carefully analyze the learning situation, so as to implement effective teaching strategies according to different situations.
Verb (abbreviation of verb) teaching content and requirements
Elective course 2-2
1. derivative and its application (about 24 hours)
The Concept of (1) Derivative and Its Geometric Significance
(1) Through the analysis of a large number of examples and the transition from the average change rate to the instantaneous change rate, we can understand the actual background of the concept of derivative, know that the instantaneous change rate is a derivative, and understand the idea and connotation of derivative (see 1- 1 examples 2 and 3 in the elective case).
② Understand the geometric meaning of derivative intuitively through function images.
(2) the operation of derivative
① the derivatives of functions y=c, y=x, y=x2, y=x3, y= 1/x, y=x can be found according to the definition of derivatives.
② The derivation formula of basic elementary function and the four operations of derivation can be used to derive the derivative of simple function and the derivative of simple compound function (limited to f(ax+b)).
③ A derivative formula table can be used.
(3) The application of derivative in function research.
① Explore and understand the relationship between monotonicity and derivative of function with the help of geometry (see Example 4 for the elective course1-1); The monotonicity of function can be studied by derivative, and the monotone interval of polynomial function with no more than three degrees can be found.
② Understand the necessary and sufficient conditions for the function to obtain the extreme value at a certain point by combining the image of the function; The derivative will be used to find the maximum and minimum values of polynomial functions with no more than cubic degree, and the maximum and minimum values of polynomial functions with no more than cubic degree in a closed interval; Understand the generality and effectiveness of derivative method in studying the properties of functions.
(4) Examples of optimization problems in life.
For example, to maximize profits, save materials to achieve the highest efficiency, and understand the role of derivatives in solving practical problems. (See Example 5 for the elective course 1- 1)
(5) Basic theorems of definite integral and calculus
① Understand the actual background of definite integral from the problem situation through examples (such as finding the area of curved trapezoid, doing work with variable force, etc.). ); With the help of geometry, we can intuitively understand the basic idea of definite integral and preliminarily understand the concept of definite integral.
② Through examples (such as the relationship between the speed and distance of a variable-speed moving object in a certain time), we can intuitively understand the meaning of the basic theorem of calculus. (See example 1)
(6) Mathematical culture
Collect and exchange the background of the times when calculus was founded and the information of relevant people; Understand the significance and value of the establishment of calculus in the development of human culture. See the requirements of "Mathematical Culture" in this standard for specific requirements. (See page 9 1)
2. Reasoning and proof (about 8 class hours)
(1) Rational reasoning and deductive reasoning
(1) Understand the meaning of sensible reasoning by combining the examples of mathematics and life. You can conduct simple reasoning through induction and analogy, and experience and understand the role of perceptual reasoning in mathematical discovery (see examples 2 and 3 in elective 2-2).
(2) With the help of examples in mathematics and life, understand the importance of deductive reasoning, master the basic models of deductive reasoning, and use them for some simple reasoning.
③ Understand the connection and difference between perceptual reasoning and deductive reasoning through concrete examples.
(2) Direct proof and indirect proof
① Understand the two basic methods of direct proof: analytical method and synthesis method, and combine the mathematical examples that have been learned; Understand the thinking process and characteristics of analytical methods and comprehensive methods.
(2) Understand a basic method of indirect proof-reduction to absurdity, combining with the mathematical examples that have been learned; Understand the thinking process and characteristics of reduction to absurdity.
(3) Mathematical induction
Knowing the principle of mathematical induction, we can prove some simple mathematical propositions by mathematical induction.
(4) Mathematical culture
(1) through the introduction of examples (such as Euclid's Elements of Geometry, Marx's Das Kapital, Jefferson's Declaration of Independence, Newton's three laws), understand the axiomatic thought.
② Introduce the role of computer in the field of automatic reasoning and mathematical proof.