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Simple logic functions graphical three-step teaching method Discussion

Enable students to preach as a change in busy digesting actively seeking knowledge. Under the guidance of teachers to discuss an orderly step by step manner, and strive to make learning of the dawn, the dawn of the speech, thus speeding up the process to improve problem-solving skills. 'First of all teachers to enable students to focus on issues in a targeted manner to prepare and present examples, ask students to solve when the Church. In the problem solving process, the teachers on the one hand to allow discussion between students, on the other hand the answer to the issues raised by the students, 92 of Guizhou Normal University (Natural Science) Volume 17 Once a representative of the different solutions immediately allowed to copy the program title on the blackboard. Teachers observe each student's problem solving at any time the process of talking to hot spots, and even facial expression movements, try to capture the students have the key difficulties and questions, thinking about how to organize the next step will be to conduct the focus. At this time students are often looking at the blackboard to show the seven or eight different options are also thinking about the problem-solving:'re so many options of how to produce? Which one of them the best results? Course. Followed by the teacher is a well-What is the result of the discussion, I take this through the simplification of the function y be described, and select one of several problem-solving program is shown in circle 4, (1), (2), (3). Their solution was: Y1 = ACD + ABC + ABD + ACD + ABD + BCy, = D-fifth century stone + A C + B + ABDY = West, five hundred DABD + A + V C West Stone + B O1A01l0OF- ] 01 Round 11 spit] 10 01A01l0OrT - rl01 said 11rw] 10 c01A01100] 011____1 and] 10 (2) (3) weeks 4 function y simple graphical logic function of the three consistent, but ease of expression different. Y2 y1 more clearly than this one B. It is made (ABcD + ABCD + ABCD ten ABCD) produced the ring, and the circle of the smallest items are the 4 circle is repeated 2 times circle. It is understood. The author is drawing too much from the circle as the angle of the first set of this circle. Look at the y and y, although both of ABCD from the more scattered the minimum entry staff, but the former is more focused on its regional units and the formation of (V B + AB-CD a) circle, which is to be sparse regions merge to form (ABCD + ABCD) circle, the result is the best y 01 D0110A011001100l111l11l1lll1l0___ - 1111,[link widoczny dla zalogowanych], back to 11_. 10] 1] 1 M of the graph in Figure 5 functions simplify the face of three different results. Students on quickly from the emotional to the rational experience of the Matched with one or two examples, students will be able to problems for themselves. Handy to simplify the function. For example, Figure 5 shows the function M can be the most simple and - or expression: M = ABTDE + per E + million have D + BCD A + A-B for a No. 1 Wang Chuan-xin: Logic function graph simplification method Discussion of teaching 933 three-step teaching effectiveness 3. L three steps to speed up the teaching process simplification, the statement Conciseness, steps simple, easy to understand and grasp. Simplified three-step through learning, students can understand the common nature and function of the minimum term simple graphical method and formulated the inner contact simple method to train the pupils to analyze and solve problems, compared with the smooth point of function simplification. Simplified three-step instruction for the three-step implementation of the FAQ process. The first, second and third step by step in the hours on a one to one distribution, that is, quickly from the theoretical analysis to practical applications, so that students as early as possible in the excitement of thinking of communication among, and fully mobilize the enthusiasm of students to participate in teaching, stimulate students interest in digital electronic circuitry, thereby enhancing the effectiveness of teaching. 3.2 The number of teaching hours to save the use of simple three-step with the instruction of the original three-step plan can be implemented with 4 hours of graphic minimization method (including simplification of constraint functions) of the teaching task in 2 to 3 hours to complete. Not only greatly reduce the feedback effect of the teaching period (usually at least two weeks), and does not require additional recitation. 4 is the writer's discussion of Using this method of teaching will help improve the overall quality of students, teachers and students and thus make sense of satisfaction after the acquisition of knowledge and pleasure, the effect is significant.