Students through observation, analysis, comparison and conclusion categories such as mathematical conjecture, and gradually find the correct conclusion.

Program: Students follow the teacher step-by-step painting (1) painting is not in the same line three o'clock, (2) to connect any two points on the line segment was the triangle, (3) draw the Trilateral the vertical bisector intersect at one point, then a question: Why do these three lines intersect at one point. Resolved concludes drawn: not in the same straight line, a circle defined by three points. Then ask students to think: along the same line three o'clock ability to determine a circle? Then the teachers on the

Option Two: directly given practice and graphics (see table below), and then ask questions: meet the requirements of his round for it? Allow students to discuss, exchange concluded, "are not in the same straight line, three points determine a circle."

Option Three: Teachers are given a three-point position known to allow students to try to draw, paint graphics allow students to discuss, exchange concluded, "are not in the same straight line defined by three points of a circle". Then guide the students are not in the same straight line, a circle three are not sure. Links to free papers Download Center http://eng.hi138.com

Issues: -: 1, draw a circle, make it known point, you can draw a few this round? 2, think about the center of the circle, whether the location of the regular? Students hands-on practice concluded.

Problems: 1, draw a circle, to make it known points A, B, how do you? You can draw several such round? 2, observe and think about the center of the circle distribution? With segment AB? why? student group collaboration, drawing students, observation, comparison, analysis, discussion, exchange obtained: the center of the circle on the same line, the line is the perpendicular bisector of the segment AB .

Question three: 1, draw a circle, to make it through a known point A, B, C, how you doing? Can you draw a few this round? 2, the center of the circle distribution with line segments AB What? Why?

Program students learn very solid, students learned by imitating painting circumcircle of the triangle, but learn Debu flexible, many students known, however I do not know why the result is that students do title, but less likely to think about, but will not creation. Option Two students in others map is well on the basis of thinking concluded, learn to draw. But students because there is no hands-on experience is not profound, many students learn neither solid, and the lack of just made. Program three with a two-phase system more autonomy through their own analysis, comparison, think, and try to draw graphics, but because of the teachers are given a three-point position, to some extent bound students thinking space, classroom teachers control process carried out smoothly in accordance with the design of teacher scheduled. Program is actually an open experimental exploration activities, due to the teachers in the experimental exploration of the process of the students. Design a series of questions. These problem very level. And there is no lack of openness, teachers teaching activities is neither a mere formality. Lively, and there is no lack of mathematical wisdom. Which 1,2 has a shallow. Poor students the foundation for all students, but also the courage to try, but also provides a guideline for the inquiry to question 3. For the problem (2) Because teachers have no defined point A, B, C of the position. The problem is given a more open more challenging. Left to the students - the vast exploration space of thinking, students not only found in the process of drawing a three-point position of the A, B, C are two possibilities: A, B, and C are not in the same straight line, and in the same straight line, Some students to draw the AB, BC, AC trilateral perpendicular bisector also some students drawn one of the two perpendicular bisectors, but actually only one intersection, by comparison, analysis, discussion found in Paint only allow students to enjoy the joy of discovery in the problem-solving process, the joy of success can be drawn triangle circumcircle. Triangle circumcircle only problem was difficult to understand the problem. Students drawing, observation, comparison, analysis, and solution of the problem was a matter of course, a matter of course.

In short, the creation of the problem scenario is conducive to effective inquiry learning of the students, to enable every student to be fully developed, to improve their level of thinking, original abstract mathematical knowledge becomes vivid with interest. Links to free papers Download Center http://eng.hi138.com

- Mathematical thinking ability of students on multi-channel activation
- Commentary highlights the new curriculum reform in mathematics papers speak
- Asked the question in the introduction of advocacy explore learning
- About strengthening Shuxingjiege improve problem-solving ability
- The validity of the cases to talk about the problem of design