共查询到20条相似文献，搜索用时 164 毫秒
1.
才颖 《中国校外教育(理论)》2009,(8)
学生由高中转入大学后,要从简单、基础的数学思维转到对高度抽象、复杂的高等数学的学习中确实有一定的难度.高等数学明显显示出与中学数学的差别,老师的授课方式和学生的学习方法都发生了改变.因此,有些学生可能对高等教学产生畏惧心理.本文就如何学好高等数学谈了几点建议. 相似文献
2.
实用主义学者杜威指出：“教育即生活”．我国教育家陶行知宣称：“生活即教育”。现阶段的化学课程要求化学教学走向生活,使学生对化学在现代科技文明所扮演的角色有正确认知,不畏惧化学,不排斥化学,增进学生对化学的正确认知。而如何使化学教育能更好地为人类的生存和发展服务,使化学教学内容更贴近学生的实际和需要,值得关注和研究。 相似文献
3.
谢燕 《阿坝师范高等专科学校学报》2013,(3):120-122
少数民族预科数学概念包含初等数学和高等数学两部分,学生在初高中阶段学习过初等数学概念,并有自己相应的理解,而高等数学概念就几乎没有涉及,因此针对预科学生两种数学概念的教学方式应该有所不同,在此提倡在学生原有认知结构基础上,利用先行组织者促进学生对已学概念再同化,“再创造”概念实现对未学概念的掌握,进一步培养学生自主探究、数理思维、抽象思维等方面的能力,为学习高等数学奠定基础。 相似文献
4.
运用现代认知理论,从分析高职院校学生学习高等数学困难的原因入手,结合教学实践,提出：为学生架设认知桥梁是帮助高职学生突破高等数学学习难点,学好高等数学的有效途径和方法。 相似文献
5.
高等数学开放题有利于大学生根据自己的认知结构对问题做出解释，实现对知识的主动建构，获得认知结构的改造和重组。由于数学开放题强调了学生获得解答的过程，体现了学生在教学活动中真正的主体地位，从而极大地提高了学生的学习积极性，是医治“灌输式”教学倾向的良药。 相似文献
6.
新工科建设背景下,德育教育是工科专业人才培养的必然需求.以科学文化哲学作为理论基础探讨了高等数学德育教育的实践路径：运用高等数学的哲学思想对学生进行唯物主义教育;运用高等数学精神和思想方法培养学生良好的道德和求实、创新的科学态度.基于德育美学观的理念,高等数学美育教育激发学生对“真”“善”“美”的追求. 相似文献
7.
浅谈高等数学学习中的"合理性"错误 总被引：1，自引：0，他引：1
陈翔 《湖南第一师范学报》2005,5(1):31-33
本文针对学生在高等数学学习中容易出现的“合理性”错误，阐述了它的主要表现及产生的缘由，论述了创设“引起认知冲突”的教学情境是消除学生“合理性”错误的一条可行途径。 相似文献
8.
作为高等数学的教学参与者,本文作者介绍了对应用型本科院校高等数学教学改革的几点认识：高等数学的教材编写应根据专业需要,培养学生的数学素养和创新能力;高等数学的教学方法和手段应该多样化和启发式相结合,发挥学生的主体作用;高等数学的考核方式应从“单一化”向“多元化”过渡．做到知识、能力、素质并重。 相似文献
9.
（１）在大学生中长跑训练中，对其影响最大的是心理稳定性问题，所以应消除畏惧，以点带面，全面提高心理能力，并充分利用心理素质之间的共性，缩小和限制“畏惧”感等不利因素，使学生训练中、考核中能充分发挥出真正的技术水平。加强学习的理论性指导，使学生充分认识... 相似文献
10.
浅谈高等数学课中微分中值定理教学方法——反例教学法 总被引：1，自引：0，他引：1
吴波 《思茅师范高等专科学校学报》2002,18(3):5-7
高等数学中对主要定理条件与结论之间的“充分”和“必要”性的理解是学习数学的一个基本功 .本文就微分中值定理教学中采用“反例教学法” ,通过生动的“反例”揭示数学上这种“失之毫厘 ,差之千里”的特点 ,让学生熟练地掌握和应用微分中值定理 ,同时进一步提高学生的数学修养和培养学生对科学理论研究的能力 相似文献
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12.
The typical Australian university mathematics student: Challenging myths and stereotypes? 总被引：1，自引：0，他引：1
Helen J. Forgasz 《Higher Education》1998,36(1):87-108
Historically mathematics has been perceived as the domain of white, middle-class males. In contemporary Australia, more females than males complete 12 years of secondary schooling and a higher proportion of females than males is enrolled in university courses. Females, however, are less likely than males to study the most demanding mathematics courses offered in the final year of schooling and fewer enrol in engineering and science-related tertiary courses. In a recent study investigating the factors implicated in students' decisions to pursue tertiary level mathematics, biographical data and students' perceptions of their tertiary mathematics learning environments were gathered. A revealing profile of the backgrounds of students enrolled in mathematics courses at three metropolitan universities in Australia emerged. There were similarities and differences among the cohorts. Gender and ethnic differences, and differences by university attended emerged. Replicating previous findings, a higher proportion of males than females was found to be studying tertiary mathematics. Multiple indicators revealed that the socio-economic backgrounds of the cohorts differed. The data revealed that various generations of Australian migrants, representative of the nation's multicultural profile, were studying mathematics. Students were generally satisfied with many aspects of their learning environments. Yet, areas in which the learning environment might improve for the longer term benefit of all students were evident. The study suggests that tertiary level mathematics is no longer the exclusive preserve of Anglo (English speaking), middle-class, Australian males. That is not to say that previously identified inequities in mathematics and science have been overcome. 相似文献
13.
Savas Basturk 《Educational studies》2010,36(3):283-298
The aim of this study is to investigate students’ conceptions about proof in mathematics and mathematics teaching. A five‐point Likert‐type questionnaire was administered in order to gather data. The sample of the study included 33 first‐year secondary school mathematics students (at the same time student teachers). The data collected were analysed and interpreted using the methods of qualitative and quantitative analysis. The results have revealed that the students think that mathematical proof has an important place in mathematics and mathematics education. The students’ studying methods for exams based on imitative reasoning which can be described as a type of reasoning built on copying proof, for example, by looking at a textbook or course notes proof or through remembering a proof algorithm. Moreover, they addressed to the differences between mathematics taught in high school and university as the main cause of their difficulties in proof and proving. 相似文献
14.
This study examined the relationships between university mathematics classroom environments, mathematics beliefs, and achievement in the context of mainland China. As a type of affect in mathematics learning, mathematics beliefs including mathematics conceptions and efficacy were examined as mediators. Based on analysis of a sample of 1443 undergraduate students from a university in northern China, the study not only found that the mathematics classroom environment was associated with both affective and cognitive mathematics outcomes, but also confirmed the mediating role of mathematics beliefs. Specifically, a desirable classroom environment was related to students’ cohesive conceptions, enhanced self-efficacy, and higher mathematics achievement. In contrast, students’ perceived difficulty of learning mathematics was connected to their fragmented conceptions, reduced self-efficacy and lower mathematics achievement. Implications of the study are discussed. 相似文献
15.
吴莉 《常熟理工学院学报》2014,(6):104-107
伴随着新时期高校学生来源结构、心理发展的变化,对大学高等数学教学提出了新挑战。在高等数学教学中传播人文精神,利于摆脱单一性和枯燥性,让学生感悟数学精神,掌握数学方法,有效激发学习兴趣,同时也能起到教育价值的引领作用,以培养当代合格的大学生。本文以此为背景,结合当前高校教学实践,提出高等数学中人文精神渗透的若干路径。 相似文献
16.
王祥 《南昌教育学院学报》2013,(9):133+138
在进行高等数学的具体授课过程中切实转变教育观念,将培养学生的创新精神和探索精神作为重点来抓,是实现学生数学素养全面提高的重要方法。高等数学作为现今大学科目设置的一门基础课程,授课教师在进行教学活动理应通过有意识的引导,培养学生尽快形成并熟练运用逆向思维能力、类比思维能力、归纳思维能力进行高等数学学习,为学生实现数学素质的全面提高奠定坚实基础。 相似文献
17.
李静 《河北职业技术学院学报》2014,(1):103-105
高等数学关系性理解是高等数学学习的关键,本原性问题有助于关系性理解。本原性问题驱动下的高等数学教学过程表现为学生尝试性对本原性问题思考后,师生合作探讨,以此进行数学内容学习研究,结束时回顾深化本原性问题。 相似文献
18.
经济数学课堂教学中,为激发和培养学生学习经济数学的兴趣和调动学生学习的主观能动性,列举恰当的例子使教学内容直观、形象、具体。同时,善于总结知识点间的纵横联系,重视概念体系的建立和类比方法的应用,培养大学生的数学思维,从而提高他们的数学应用能力。 相似文献
19.
针对经济管理类学生大学数学课程的学习,首先分析了经济管理类学生数学课程的开设现状及学习情况;通过调查研究,提出了高等数学教学中存在的一些问题;给出了对应的整改措施;对经济管理类学生的高等数学的教学工作有重要的指导意义. 相似文献
20.
University mathematics is often presented in a formal way that causes many students to cope by memorising what they perceive
as a fixed body of knowledge rather than learning to think for themselves. This research studies the effects on students'
attitudes of a course encouraging co-operative problem-solving and reflection on the thinking activities involved. The attitudinal
questionnaire was shown to the students' teachers who were asked to specify the attitudes they expect from their students
and the attitudes they prefer. This was used to give a ‘desired direction of change’ from expected to preferred. Before the
course, half the students responded that university mathematics did not make sense. A majority declared negative attitudes
such as anxiety, fear of new problems and lack of confidence. During the problem-solving course the changes were almost all
in the desired direction. During the following six months of standard mathematics lecturing, almost all changes were in the
opposite direction.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献