对于苏科版教材八年级上册“一次函数图象”的教学,笔者已经施教过两轮,同许多老师类似:比较重视画图的过程和方法的指导,而对于其图象的由来和作图背后的内涵思考较少.不久前听了两位老师执教的“一次函数图象(1)”的课堂展示,其独具匠心的环节设计和深入的数学思考,给人以许多思考和启迪.我再次研读了教材和课标,重新调整内容设计,开展教学实践,收获颇多.一、一次函数为什么会有图象?“一次函数为什么会有图象?”这似乎是一个无需回答的问题,也是许多老师在施教本节课时常常忽略的一个问题.要合理解决这个问题,我们还需寻根溯 For Su Ke version of teaching materials on the eighth grade “a function of image” teaching, the author has taught two, with many teachers similar to: pay more attention to the process of drawing and method of instruction, and its origin and Lesson thinking behind the less reflective.Recently listened to two teachers coached the “one-time function image (1) ” classroom display, its distinctive aspects of design and in-depth mathematical thinking, giving a lot of thinking and Enlightenment .I read the textbook and curriculum standards again, readjustment of content design, teaching practice, a lot of gains. First, why a function has an image? “A function of why there is an image?” This seems to be a There is no need to answer the question, but also many teachers in the teaching of this class often overlooked a problem .To a reasonable solution to this problem, we also need to find