在中学数学教学中,反比例函数的教学是一项非常重要的教学内容,也是中学生要掌握的重要知识点。由于中学反比例函数知识点比较抽象,对学生的画图能力和函数理解要求较高。网络画板在中学反比例函数中的应用在很大程度上为教师教学提供了便利。基于此,本文针对网络画板在中学反比例函数教学中的应用进行分析,希望能够为相关的教育工作者提供有力的参考意见。In middle school mathematics teaching, the teaching of inverse proportional functions is a very important teaching content and also an important knowledge point that middle school students need to master. Due to the abstract nature of knowledge about inverse proportional functions in middle school, there is a high demand for students’ drawing ability and understanding of functions. The application of online drawing boards in middle school inverse proportional functions has greatly provided convenience for teachers’ teaching. Based on this, this article analyzes the application of online drawing boards in teaching inverse proportional functions in middle schools, hoping to provide strong reference opinions for relevant educators.
网络画板是数学教学和学习辅助工具,在中学数学二次函数教学中的应用效果比较显著。在中学二次函数教学中应用网络画板,能更加清晰地呈现图形的一个动态变化过程,从而帮助学生直观了解学习思路。网络画板能有效吸引学生的注意力,增强课堂教学内容的趣味性,并实现知识的拓展,进而提高数学教学水平。The online drawing board is an auxiliary tool for mathematics teaching and learning, and its application effect in the teaching of quadratic functions in middle school mathematics is quite significant. The application of online drawing boards in secondary school quadratic function teaching can present a dynamic process of graphical changes more clearly, thereby helping students to intuitively understand their learning ideas. Online drawing boards can effectively attract students’ attention, enhance the fun of classroom teaching content, and expand knowledge, thereby improving the level of mathematics teaching.
本文主要研究拓扑空间中同伦的相关性质,进而讨论道路的逆及乘法运算,由此得到基本群,通过证明知基本群为拓扑不变量,最后利用基本群证明二维球面S2不同胚于环面T2。This article mainly studies the relevant properties of homotopy i...
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本文主要研究拓扑空间中同伦的相关性质,进而讨论道路的逆及乘法运算,由此得到基本群,通过证明知基本群为拓扑不变量,最后利用基本群证明二维球面S2不同胚于环面T2。This article mainly studies the relevant properties of homotopy in topological spaces, and then discusses the inverse and multiplication operations of roads, thereby obtaining the fundamental group. By proving that the known fundamental group is a topological invariant, the fundamental group is finally used to prove that the two-dimensional sphere S2 is different from the torus T2.
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