2011年高考数学试题分类解析(六)——不等式

不等式是高中数学的一个主干知识，是高考命题的一个热点，分析命题特点，有新意的试题及学生易犯的解题错误及原因，指出不等式备考的一些方法．

试论数学解题的一般方法

本文主要论述数学解题的一般思想方法.在解题实践中,作者仔细研究了各种题型的典型解法,从中抽象、概括出八项具有普遍指导意义的一般方法:1 模式辨认,识别题型着手解题,首先要识别题型.识别了题型也就等于找到了解法.模式辨认有时需借助等价变形、比较和类比法.

2010年高考数学试题(新课程卷)分类解析(一)——集合与常用逻辑用语

笔者通过考点扫描、真题再现、亮点一瞥、复习建议四部分对集合与常用逻辑用语在高考中的定位、要求给出了明晰的论述，对该部分试题的典型解法和错解陈述了原因，点评了一些较有新意的试题，并针对集合与常用逻辑用语提出了具体的复习建议．

一则高考模拟题的多种解法及其条件的弱化

下面是2023年日照市高三一轮模拟考试第18题,现给出第(2)问的四种典型解法,并从中剖析题设条件可以弱化的原因.

A Comparative Decomposition Analysis of the Factors Driving Energy-related Carbon Emissions from Three Typical Provinces in China:Jiangsu, Henan and Inner Mongolia

An accurate understanding of the real situation of energy-related carbon emissions and the main factors driving the carbon emissions increments are crucial for China to realize its emission mitigation targets.Adopting the comparative decomposition of an extended LMDI(Log-Mean Divisia Index)approach, this study decomposed the changes in carbon emissions of Jiangsu, Henan, and Inner Mongolia, which are located in the eastern, central and western parts of China.This analysis led to three main findings.1)During the period of 1996–2017, the energy-related carbon emissions in the examined provinces exhibited upward trends, but with some differences among the provinces.2)The influences of driving factors on carbon emissions varied distinctly in different provinces and economic stages.Economic growth had the largest positive effect on provincial carbon emissions increases.From 1996 to 2017, the contribution rates of economic development to emissions growth in Henan, Jiangsu and Inner Mongolia were 307.19%, 205.08% and 161.26%, respectively.This influence was followed by urbanization and population size.3)Energy intensity played a leading role in facilitating emissions-reduction in the examined provinces, except for during the tenth Five-Year Plan, followed by the energy structure.The effect of rural population proportion was the weakest among all the curbing factors.Furthermore, urban and rural resident’s energy consumption per capita demonstrated relatively minor impacts and disparate directions of influence in the different provinces and economic periods, but began to play increasing roles in driving up provincial emissions changes.For example, residential energy consumption in Jiangsu contributed over 7.9% to the total carbon emission growth in 1996-2017, among which urban residents’ per-capita energy consumption contributed more than 3.8%.In view of these findings, policy makers should formulate targeted emission reduction measures that are based on the distinct situations and key factors which affect carbon emissions in each province.

浅谈情感教育在教学中的运用

课堂教学是逻辑性很强的工作,比较抽象化、概念化。教师讲课一般是就书论书,条理化、死板化,学生学习时,感到枯燥无味,对教学不感兴趣。因此,日常教学被认为是无情感课,更谈不到情感交流。然而,多年教学实践证明,运用情感教育,是提高课堂教学效果、提高学习成绩,培养学习兴趣的一个行之有效的方法。情感是人对客观现实的一种特殊反映形式,是人对客观事物是否符合人的需要而产生的态度和体验。课堂教学过程既是传授知识的过程又是师生情感交流的过程。情感交流艺术,是指教师在课堂教学过程中恰当的运用情感因素,实现师生之间的情感沟通,发挥情感的教学功能,对学生进行情感教育的教学行为方式。情感教育就在是教学实践中将一些抽象的、死板的观点、理论,通过教师的讲解,配合教学手段,将教学内容形象化、直观化、具体化、系统化。