一、捕捉生活素材,激发兴趣新课的导入要尽可能地选取贴近学生生活、能引发学生积极思考探索的材料,这样不仅能使学生明确数学源于生活的本质,而且有利于激发学生的学习兴趣。例如,在教学利用相似三角形进行测量时,要求学生介绍一下家乡的河,如何利用数学知识来测量河的宽度。分析:一般情况下,这类问题是无法直接用 First, to capture the life material, to stimulate interest in the introduction of the new course To be as close as possible to select the student life, can lead to positive thinking of students to explore the material, so that students can not only clear the essence of mathematics from life, but also help stimulate student learning interest. For example, when teaching the use of similar triangles to measure, ask students to introduce their home river, how to use mathematical knowledge to measure the width of the river. Analysis: Under normal circumstances, such problems can not be used directly