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习题课教学在初中数学教学中占有相当大的比例,如何提升习题课教学品质,是一项重要的现实课题.首先,在习题课备课时要围绕训练主线精选或选编习题;第二,对于习题课中拟训练的拓展题、较难题,要精心预设“铺垫问题”. 相似文献
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本文探讨了习题课是高等数学教学中的重要作用,提出要上好高等数学习题课,课堂教学必须以学生为主体,并探讨了如何以学生为主体上好高等数学习题课。 相似文献
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金钟植 《数学学习与研究(教研版)》2007,(2):4-4
作为高中的数学教师,在日常的教学中经常要上习题课,但10多年前的一节习题课始终让我难以忘怀．下面先把那次习题课的实录片段展现出来． 相似文献
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<正>习题课是数学学科的基本课程类型,是学生数学学习的关键.要想上好数学习题课,从习题选取到授课技巧,再到教学反馈,都是教师需要注意的地方.一、习题课备课对于高中数学习题课的教学,备课是关键,精选、优质数学习题对提高学生学习效率作用显著.因此,在数学习题课中,教师在选取训练习题的时候,必须注意选题的目标性、示范性和针对性.只有选对了题,学生才能做好题.首先从习题课的教学目标着手,教师必须通过 相似文献
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在数学新课程倡导探索与交流的形势下,讲授与练习却在数学教学中被广泛运用.通过分析数学知识理解与个人知识建构的关系,发现讲授具有实现个人知识转化、促进个人知识建构以及渗透个人知识积淀的教学功能;练习分为模仿练习、变式练习与综合练习,分别具有生成缄默知识、强化显性知识、提升个人知识的教学功能.因此,灵活运用讲授与练习、探索与交流是提高数学教学质量的有效途径。 相似文献
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ABSTRACT: This project reports on a model for preparing food chemistry and food analysis laboratory manuals that provide a closer link between lecture material and laboratory exercises. Teaching effectiveness was also improved by evaluating the composition and eliminating duplication between these complementary courses. Utilizing the combination of personal experience and the scientific literature, laboratory exercises were developed and modified to fit with the lecture material. Labs were initially performed and critiqued by a graduate student. After making appropriate revisions, undergraduate students tested the labs under the graduate student's supervision and completed a questionnaire about their experiences. Based on the undergraduate feed-back, final revisions were made and custom laboratory manuals were printed. This project demonstrates one effective way for developing custom food science labs to parallel with lecture material. 相似文献
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《College Teaching》2013,61(3):88-91
Abstract Lectures remain the primary method of instruction in higher education despite several limitations: Students typically lose interest during hour-long lectures, lectures lead to rote learning by some students, and lectures do not lead to development of higher-level conceptual thinking skills. As an alternative to a lecture on the topic, an active learning exercise was developed to teach students about nonverbal communication. The exercise was used with several classes, and students reported it was motivating, educational, and thought-provoking. Advantages of implementing active learning exercises in lecture courses are discussed. 相似文献
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数学分析习题课教学探讨 总被引：1，自引：0，他引：1
谭秋月 《内江师范学院学报》2009,24(4):86-89
以普通高等院校数学教育专业的学生为平台,结合其数学基础相对薄弱的实际情况和教学实践,《数学分析》习题课教学应遵循的4条教学原则：其一,充分备课、严格选题、作业中的典型错误及时剖析纠正、不单纯讲评作业充分发挥习题课优势;其二,在进行《数学分析》课程教学和习题教学时,应“计算能力”和“分析能力”并重;其三,师生互换角色的动态教学方案;最后,习题课采取分层施教、小班施教的优势和原则． 相似文献
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Seppo Pohjolainen Jari Multisilta Kostadin Antchev 《Education and Information Technologies》1996,1(2):123-141
A pilot hypermedia-based course on Matrix Algebra at Tampere University of Technology (TUT) is presented. Essential features, in addition to the lecture notes, are hypertext, computer-aided exercises, connections with existing mathematical software, interactive exercises, graphics, animation and video clips. Different learning strategies, based on concept, theorem and problem databases are discussed. Finally classroom experiences are presented. 相似文献
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Postsecondary education often requires students to use higher-order cognitive skills (HOCS) such as analysis, evaluation, and creation as they assess situations and apply what they have learned during lecture to the formulation of solutions. Summative assessment of these abilities is often accomplished using short-answer questions (SAQs). Quandary was used to create feedback-oriented interactive online exercises to help students strengthen certain HOCS as they actively constructed answers to questions concerning the regulation of 1) metabolic rate, 2) blood sugar, 3) erythropoiesis, and 4) stroke volume. Each exercise began with a SAQ presenting an endocrine dysfunction or a physiological challenge; students were prompted to answer between six and eight multiple-choice questions while building their answer to the SAQ. Student outcomes on the SAQ sections of summative exams were compared before and after the introduction of the online tool and also between subgroups of students within the posttool-introduction population who demonstrated different levels of participation in the online exercises. While overall SAQ outcomes were not different before and after the introduction of the online exercises, once the SAQ tool had become available, those students who chose to use it had improved SAQ outcomes compared with those who did not. 相似文献
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“导修课”（tutorial）是一种辅导和引导性的课程,它和讲授性课程（1ecture）形成相互联系、相互辅助和相互补充的良性关系,“导修课”是“讲座课”的延伸、练习、发言、论辩的部分和场所。“导修课”是开放型教育教学实践的重要组成部分,同时也是培养学生独立思考、勇敢论辩以及表达自我的场所和空间。 相似文献
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The engineering students of today must be educated and trained in the foundations and methods that are necessary for the efficient use of modern technologies and tools, in teamwork and in the procurement and management of information. These goals can only be achieved in a sophisticated course environment that enables the individual work of each student as well as teamwork with data sharing, release procedures, communication, and coordination and which gives access to exercises and exams. All exercises and exams as well as their approval or rejection are done within this environment. The information that is needed for the task is either supplied in the form of lecture material or standards, or it must be found somewhere else on the Web. Within this environment, methods for the application of modern technology and tools are taught and practiced in a “simulated” product development process. This article describes this environment in the mechanical engineering facult y at the Darmstadt University of Technology (http://www.iim.maschinenbau.tu-darmstadt.de). 相似文献
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Veronica Macchi Andrea Porzionato Carla Stecco Cesare Tiengo Anna Parenti Adriano Cestrone Raffaele De Caro 《Anatomical sciences education》2011,4(3)
Medical Gross Anatomy lecture at the University of Padova, Italy. Gross Anatomy at the University of Padova is taught utilizing both traditional and technological resources, which are integrated with practical laboratory exercises (mainly on plastic models and plastinated specimens) as well as radiological anatomy. In this issue of ASE, Dr. Veronica Macchi and her colleagues from the Department of Human Anatomy and Physiology at the University of Padova discuss an innovative pilot project with their University Hospital in which they obtain body parts removed from patients during surgical procedures and utilize them for gross anatomy education. The cover photograph shows one of the co‐authors of this paper, Professor Raffaele De Caro and his students, performing dissection of the distal forearm and hand in the anatomy lecture theater at the University of Padova. 相似文献
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Effects of image‐based and text‐based active learning exercises on student examination performance in a musculoskeletal anatomy course 
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下载免费PDF全文 M. Melissa Gross Mary C. Wright Olivia S. Anderson 《Anatomical sciences education》2017,10(5):444-455
Research on the benefits of visual learning has relied primarily on lecture‐based pedagogy, but the potential benefits of combining active learning strategies with visual and verbal materials on learning anatomy has not yet been explored. In this study, the differential effects of text‐based and image‐based active learning exercises on examination performance were investigated in a functional anatomy course. Each class session was punctuated with an average of 12 text‐based and image‐based active learning exercises. Participation data from 231 students were compared with their examination performance on 262 questions associated with the in‐class exercises. Students also rated the helpfulness and difficulty of the in‐class exercises on a survey. Participation in the active learning exercises was positively correlated with examination performance (r = 0.63, P < 0.001). When controlling for other key demographics (gender, underrepresented minority status) and prior grade point average, participation in the image‐based exercises was significantly correlated with performance on examination questions associated with image‐based exercises (P < 0.001) and text‐based exercises (P < 0.01), while participation in text‐based exercises was not. Additionally, students reported that the active learning exercises were helpful for seeing images of key ideas (94%) and clarifying key course concepts (80%), and that the image‐based exercises were significantly less demanding, less hard and required less effort than text‐based exercises (P < 0.05). The findings confirm the positive effect of using images and active learning strategies on student learning, and suggest that integrating them may be especially beneficial for learning anatomy. Anat Sci Educ 10: 444–455. © 2017 American Association of Anatomists. 相似文献