Seeing the students again after a winter vacation seems that nothing has changed. Of course, what I should be worried about has not changed, but what they have learned has been forgotten.

So in the first math class, I just briefly mentioned the knowledge framework of the three books I have studied before, and did not expand it. I know that this expansion may not be completed in one semester.

After briefly explaining the contents of the three books, I chose to tell them straight away that I was going to teach a new lesson in this class. This is the content of the fifth chapter of the second volume of senior high school mathematics elective course-the derivative of unary function and its application. Because the examination of derivative knowledge points has been a difficult problem over the years, I don't talk nonsense with students, just tell them that this is the most difficult chapter in high school mathematics, so that they can be psychologically prepared.

However, my teaching philosophy has always been biased towards teaching students the connotation of knowledge itself, rather than simply teaching students to do problems. So I always try my best to make students understand knowledge in familiar things through simple and easy-to-understand examples. No, this is the way I teach the first derivative class.

Before I say how to talk about this lesson, let's talk about what derivative is. The textbook says: Mathematicians founded calculus in the in-depth study of functions, which is a great creation with epoch-making significance and is known as a milestone in the history of mathematics.

I think people who have studied advanced mathematics will feel that they are right when they see this passage. Calculus is really awesome! But I am reading this book now for a group of senior two students who have never been exposed to calculus, especially the students I teach. Because their own mathematical foundation is very weak, the result after reading this passage is two words: no feeling.

Yes, I just don't feel, I don't feel, in the words of students, I just can't say clearly. Of course, there is no problem with the evaluation of calculus in the above paragraph, and there is no problem with the textbook, but the problem is that there is a problem now, which must be handled by the class teacher. The concept of calculus is suddenly given in the textbook, and four kinds of scientific problems about the generation and treatment of calculus are briefly expounded. Finally, the sentence "Derivation is one of the core contents of calculus" is introduced to try to arouse students' interest in learning calculus.

Perhaps this strategy is successful for some students, especially those from other families or teachers. But in our school, this strategy is obviously a failure. I have no choice but to introduce derivatives to students in my own way.

Unfinished. .