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1、TheuseofTheGeometersSketchpad,secondaryteachingexperienceInrecentyears,manyteachers,especiaIlyyoungteachers,theuseofTGeometerSSkCtChPadassistedteachinghasmademanyusefulexplorationandpractice,hasbeenagoodteachingresultsinthispapertotaIkabouttheaUthorsexperience.1 ,TheGeometersSketchpadwithIearningeas
2、y,simple,powerfulfeaturesAsateacher,IfyouaIreadyhavethebasisforoperationWINDOWS,tomasteroIheGeometersSketchpadbasicfunctionisnotdifficult,aslongasitiscarefullyreadthetferencebkcanbe,andifafterthreeorfourdaysoftraining,theproficiencycanbecomparedtomasterit,youcanaIsolikeacompass,setsquare,asisverycon
3、venienttouseit,andcanbeperfecttoreaIizetheirCreativity,eGcomctersSketchpad.UnlikeothercomputergraphicssOftWare,hehasmadethegraphics,imagesaredynamic,butaIsoontheaccuracyofmathematica1expression,themostprominentadvantageistomakethegraphics,imagesinacha11gingstate,remainsthesamegeomctrierelationshipbe
4、tween,thelineisaIwaysthemidpointofthemidpointofthelineisaIwaysparalie1tomaintainparaUe1.ThiscanheIpstudentstoobservethedynamics,andexploreanddiscovermathematica1relationshipsbetweenobjectsandSPatialrelations.ItistocultivateinnovativetaIentsrarecentury-aidedteachingSoftwareisidea1forsecondaryschoolma
5、thteacherCAItools.2 ,using*1GeometersSketchpadtoimprovetheknowledgeoftheformationprocess,todevelopStudentsabilitytoexplorediscovery3 1TheGeometersSketchpad,providesthemeasurementandCaIculationfunctions,theobjectscanbemadetomeasure,suchasthesegmentIength,arcIength,angIe,size,etc.,butaIsothevaIueofthe
6、meaSurementiscaIculatedandtheresultsdynamicaIlydisplaycdonthesereen,andwiththemousedraganddropanyoneobject,tochange,demonstratethesizeofthesegeometrieobjectsaIsochangedtheamountofStudentsidentifyproblemsanddiscussissucsprovidesagoodGarden.Forexample:thetraditiona1teachingmethodsistoteUstudentsthetri
7、angIeangIes,andtheorems,andthenaddtoprove.TheuseofHeGeometersSketchpadWecandisplayonthesereen,nomatterhowyoudragthetriangIeaverteXmove,aIthoughthetriangIesthreeangIesofthesizeofthedynamicaIlychanging,butitshowsthevaIueofthethreeangIes,andthesame,andCanformformdisplayedonthesereen(seebelowtable).46.5
8、81.5105.1123.2By46.219.225.334.487.379.349.622.4180.0180.0180.0180.0ABCABCThroughvisua1observationofthestudentstoexploreandsummarizethenatureofthetriangIeangIes,andthenguidethestudentstoprove.AnotherexampleistheintersectionofIearningchordtheorem,arbitrarystringstochangethecireIeintersectsAB,CDofthei
9、ntersectionPoftheposition,thesereendisplayedonAP*PB,CP*PDtomaintaintheVaIueofthetota1equa1toaccurateIyexpressesthetheorem.IfthispointontotheoutercireIe,butaIsocanbeexpressedasthesecanttheorem.RepostedeIsewhereinthepaperforfreedownloadhttp:/4 2TheuseofTheGeometersSketchpadparticipationwillaIlowstuden
10、tstoentertheteachingprocesstoreaIizethemeaningoftheactiveconstructionofknowledge,adeeperunderstandingofWhattheyhaveIearnedthecontent,andeffectiveIyresolvethedifficulty.Sub-segmentssuchasParalie1linesinproportiontothelaunchofadifficulttheorem,teachingmateriaIsareequaIlythroughtheparalie1segmentsofthe
11、theoremanexampletoillustrateitscorrectness,thestudentsdonothaveenoughexperience,itisdifficulttoachievetheunderstandingofthetheorem,suchastheuseof为ometrieSketchpadg)odcourseware,theclassroominthenctworksothatstudentsonapersona1computertomeasurethesegmentlength,segmentthanthecaIculation,andthenverifyw
12、hetherthesameratiooflinesegmentsindoingso,theteachingfoundinthetheorem：Inaddition,throughparaUe1linesegmentmaptheIocation,studentscaneasilyfindthetheoremofthetwoinferencethattwoofitschangeshowgraphics.aADAaDAbBEbBEBcCFccCFCFFigure1Figure2Figure3ThiscoursewaredesignedtohighlightthedominantpositionofS
13、tudentsandexploretheexperimenta1observationofconsciousness,fromthegenera1tospecific,fromimagetoabstraction,somestudentsthroughsuchtests,observation,conjecture,confirmedlater,andthenguidethestudentstogiveevidence,sothatmoredifficulttomakecIeartheissueofthestudertstestresolved.5 ,theuseofeGeometersSke
14、tchpadsecondaryeducationisconducivetoimprovingthequaIityofstudentsTheeGeometersSketchpadtheintroductionofsecondaryschoolmathematicsteaching,thestudentsactiveIyparticipateinthediscusSion,doingmathematicstest,participateintheactivitiesofteachingpractice,theyarenolongerPaSSiverecipientsofknowledge,butk
15、nowledgeoftheactiveexplorers,thequestionoftheresearchers,TheGeometersSketchpadueofsoabstractandboringbecomesintuitivemathematicalconcepts,images,sothatstudentsfromthefear,aversiontomathematicsintoaloveofmathematicseffectiveIytostimulatetheirinterestinIearningandenhancetheirconfidencetoIearnmathemati
16、csandmobilizetheIcarningenthusiasm,inparticulartheneedtoenhanceunderstandingoftheconcept,repeatedIearningcontent,asmaIlnumberofstudentsintheclassroomdidnotknow,andcancopythesoftwaretogohome,andthenrepeatedobservation,repeatedlyrecognized,repeatedIearning,toprovidestudentswithIearningdifficultie s WC re reIcarningopportunities,thecomputer-assistedinstractionauxiliary,tothedifferentIeveIsofstudents.
