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1、反比例函数的应用教学设计一、学生知识状况分析这节内容是在学生已经接受了反比例函数解析式、图象及性质之后的“反比例函数的应用”。用函数观点处理实际问题，体现了数形结合的思想方法，同时对函数的三种表示方法进行整合，初步形成对函数概念的整体性认识。二、教学任务分析教学目标：(一)知识技能1、经历分析实际问题中变量之间的关系、建立反比例函数模型，进而解决问题的过程。2、体会数学与现实生活的紧密联系，增强应用意识，提高运用代数方法解决问题的能力。（二）过程与方法1、激发学生在已有知识的基础上，进一步探索新知识的欲望。2、在探索过程中培养和发展学生学习数学的主动性，提高应用数学的能力。(三)情感与态度1、
2、调动学生参与数学活动的积极性，体验数学活动充满着探索性和创造性。2、培养学生在学习过程中良好的情感态度，主动参与、合作、交流的意识，并有独立克服困难和运用知识解决问题的成功体验，有学好数学的自信心。教学重点建立反比例函数的模型，进而解决实际问题。教学难点经历探索的过程，培养学生学习数学的主动性和解决问题的能力。三、教学过程分析本节课设计了六个教学环节：第一环节：复习回顾；第二环节：情境导入；第三环节：应用与拓展；第四环节：随堂练习；第五环节：知识小结；第六环节：作业布置。第一环节复习回顾活动过程：反比例函数：当k0 时，两支曲线分别在，在每一象限内，y 的值随 x 的增大而。当 k0 时，两支
3、曲线分别在，在每一象限内，y 的值随 x 的增大而。第二环节情境导入活动过程：某校科技小组进行野外考察，途中遇到一片十几米宽的烂泥湿地，为了安全、迅速通过这片湿地，他们沿着前进路线铺垫了若干块木板，构筑成一条临时通道，从而顺利完成了任务的情境。你能解释他们这样做的道理吗？（见书P143）(1)用含 S的代数式表示 P，P是 S的反比例函数吗？为什么？(2)当木板面积为 0.2 2m时，压强是多少(3)如果要求压强不超过6000Pa，木板面积至少要多大(4)在直角坐标系中，作出相应的函数图象。(5)请利用图象对(2)和(3)作出直观解释，并与同伴进行交流。第三环节应用与拓展活动过程：做一做1.蓄
4、电池的电压为定值，使用此电源时，电流I(A)与电阻 R()之间 的函数关系如图所示。(1)蓄电池的电压是多少？你能写出这一函数的表达式吗？(2)完成下表，并回答问题：如果以此蓄电池为电源的用电器限制电流不得超过10A，那么用电器的可变电阻应控制在什么范围内？2如图，正比例函数yk1x 的图象与反比例函数 y=xk2的图象相交于 A，B两点，其中点 A的坐标为(3,23).(1)分别写出这两个函数的表达式：(2)你能求出点 B的坐标吗?你是怎样求的?与同伴进行交流.第四环节随堂练习活动过程：练习1.某蓄水池的排水管每时排水8m3，6h可将满池水全部排空。(1)蓄水池的容积是多少？(2)如果增加排
5、水管，使每时的排水量达到Q(3m)，那么将满池水排空所需的时间t(h)将如何变化？(3)写出 t 与 Q之间的关系；(4)如果准备在 5h 内将满池水排空，那么每时的排水量至少为多少？(5)已知排水管的最大排水量为每时123m，那么最少多长时间可将满池水全部排空？第五环节知识小结活动过程：今天这节课学习了什么？你掌握了什么？文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C
6、3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6
7、HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10
8、S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B
9、6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L
10、3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S
11、9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:
12、CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9生：这节课我们学习了反比例函数的应用.具体步骤是：认真分析实际问题中变量之间的关系，建立反比例函数模型，进而用反比例函数的有关知识解决实际问题今天学习了反比例函数的应用，讲了四个类型：1.压力与压强、受力面积的关系2.电压、电流与电阻的关系3.已知点的坐标求相关的函数表达式第六环节作业布置课本 146 页习题 5.4 1,2 第五章反比例函数文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF
13、5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H
14、9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL
15、3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S1
16、0E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6
17、ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C
18、2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文
19、档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9反比例函数的应用说课稿灵武回中哈贵林一、学生知识状况分析这节内容是在学生已经接受了反比例函数解析式、图象及性质之后的“反比例函数的应用”。用函数观点处理实际问题，体现了数形结合的思想方法，同时对函数的三种表示方法进行整合，初步形成对函数概念的整体性认识。二、教学任务
20、分析教学目标：(一)知识技能1、经历分析实际问题中变量之间的关系、建立反比例函数模型，进而解决问题的过程。2、体会数学与现实生活的紧密联系，增强应用意识，提高运用代数方法解决问题的能力。（二）过程与方法1、激发学生在已有知识的基础上，进一步探索新知识的欲望。2、在探索过程中培养和发展学生学习数学的主动性，提高应用数学的能力。(三)情感与态度1、调动学生参与数学活动的积极性，体验数学活动充满着探索性和创造性。2、培养学生在学习过程中良好的情感态度，主动参与、合作、交流的意识，并有独立克服困难和运用知识解决问题的成功体验，有学好数学的自信心。教学重点建立反比例函数的模型，进而解决实际问题。教学难点
21、经历探索的过程，培养学生学习数学的主动性和解决问题的能力。三、教学过程分析本节课设计了六个教学环节：第一环节：复习回顾；第二环节：情境导入；第三环节：应用与拓展；第四环节：随堂练习；第五环节：知识小结；第六环节：作业布置。第一环节复习回顾活动目的：以提问的方式引导学生复习反比例函数的图象与性质第二环节情境导入活动目的：多媒体给出情境材料，引起学生的兴趣，体现数学的现实性。文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B
22、6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L
23、3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S
24、9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:
25、CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C
26、3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6
27、HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10
28、S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9活动效果及注意事项：在（4）中，要启发学生思考：为什么只需在第一象限作函数图象？此外，还要注意单位长度所表示的数值。在（5）中，要留有充分时间让学生交流，领会实际问题的数学意义，体会数与形的统一。第四环节随堂练习活动目的：用函数观点来处理实际问题的应用，加深对函数的认识。活动效果及注意事项：在这个活动中，逐步提高学生从函数图象中获取信息的能力，提高感知水平；此外，在解决实际问题时，要引导学生
29、体会知识之间的联系及知识的综合运用。第四环节随堂练习活动目的：用函数观点来处理实际问题的应用，加深对函数的认识。第五环节知识小结活动目的：通过老师小结，带领学生回顾反思本节课对知识的研究探索过程，提炼数学思想，掌握数学知识。教学反思文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6
30、 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E1
31、0S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2
32、B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7
33、L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1
34、S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码
35、:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6
36、C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9本节课采用引导、启发及问题讨论相结合的教学方式,引导学生从已有的知识和生活经验出发，师生共同探究解决新问题的途径和方法。这一过程中，充分发挥教师的主导作用，学生的主体作用，教材的主源作用，旧知识的迁移作用，学生之间的相互作用，从而师生得到共同发展。文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 H
37、L3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S
38、10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6
39、 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3
40、C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9
41、文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:C
42、F5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9文档编码:CF5Z6C3H9I6 HL3E10S10E2B6 ZT7L3C2C1S9