共查询到20条相似文献，搜索用时 140 毫秒
1.
《全日制义务教育数学课堂标准》明确指出,义务教育阶段的数学教育基本出发点是“促进学生全面、持续、和谐地发展”.《标准》要求以人为本,以学生的发展为本,教师要真正把“以学生发展为本”的教学理念,体现在课堂教学过程中,引导学生主动参与学习过程,充分发挥学生的主体作用,促进学生主动发展. 相似文献
2.
数学教学过程平衡性研究 总被引：5，自引：0，他引：5
从哲学认识的角度看，研究数学教学过程平衡性就是探讨如何正确处理数学教学中各种认识与实践的关系，将教学与实际紧密联系，使教学充满生机和活力。从数学学习特点的角度看，数学学习中“再发现”比其它学科难。从学生认知发展的角度看，高中生身心发展趋于成熟，基本上完成了向理性思维的转化，辩证思维和创造思维有了很大的发展。这就为教与学双方达成平衡提供了数学教学心理理论依据。从课程改革趋势的角度看，教师在教学过程中要设法创造有利于教与学双方达成平衡的双边活动机会，改变学生没有机会独立学习和不会学习的现状。为此，在数学教学过程中教师应树立“以人的发展为本”的教育理念；增加可探索性学习成分；重视“观念改变教学”。 相似文献
3.
要提高学生素质，关键是要从学生出发，变“教师为本”为“学生为本”，以“学生发展”为宗旨，培养学生自主学习能力。在进行课堂教学时，不应该只是满足让学生把握教材，更主要的是要引导学生能够借助于教材的学习束发展思维、情感和分析判断能力。在新课程中把教学大纲改称为课程标准，这一改变，实质上体现了本次课改的一个重要精神：“教育要面向全体学生，实现人人学有价值的数学；人人都能获得必需的数学。 相似文献
4.
王乐尧 《小作家选刊(小学)》2011,(12):259-259
所谓探究式学习,就是让学生以探索和研究的态度和方式对待数学学习,主动获取数学知识,建构数学认知机构。也就是说,在数学课堂教学中,教师要树立以学生发展为本的教育观,把学习的主动交给学生,要多给学生一些思考的时间和机会,激发学生探索发现的欲望。因此在教学中实施探究式学习有利于将数学过程中的重点从教师的“教”转移到学生的“学”, 相似文献
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6.
创设“开放式”教学情境 总被引：1，自引：0，他引：1
主持人：在数学教育中实施素质教育，关键是让学生积极主动地创造性地进行学习，从而促进他们主动发展。那 么，在什么样的情境中学习才有利于激发学生学 习的主动性、创造性？由此，数学教学改革的热 门话题之一，“创设‘开放式’的教学情境”就 应运而生了。“开放式”教学情境的内涵是什么 呢？ 杨霖（成都市成华区教师进修学校副校长、中学 高级教师、市学科带头人）：创设“开放式”教学情 境，是学生自主地创造性地进行学习的需要，是素质 教育的“以学生为本”教学观的体现。这种教学情境的基本特点是：动态。变化、发展；民主、愉… 相似文献
7.
教学设想：本内容是在学生已经掌握了乘法的意义并且对乘法的交换律、结合律有了初步认识的基础上进行教学的。本节课力求突出以学生发展为本的教育思想，整个教学过程要求以学生自主学习为主，学生通过观察、验证、归纳、类比等数学学习活动，感受数学问题的探索性和挑战性。教学体现“主动参与、积极思考、合作发现、体验成功、健康发展”的教学思路。 相似文献
8.
《数学课程标准（实验稿）》明确指出：“数学教育要从以获取知识为首要目标，转变为首先关注人的发展，创造一个有得于学生生动活泼，主动发展的教育环境，提供给学生充分的发展空间。”课堂数学教学的开放，我们觉得，在观念上，应该考虑我们的教学是否注重了“生命体的发展”，是否思索过“我们今天的教学，将给孩子们明天留下什么”？所以，我们要努力创设开放的学习环境， 相似文献
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现代教学理论与实践的研究成果表明：课堂教学必须突出以“人的发展为本”，关注学生的发展，促使学生主动发展，实现：人人学有价值的数学，人人都能获得必需的数学；不同的人在数学上得到不同的发展。而学生发展的关键是要在教与学的活动中能自发地、有兴趣地学习，成为知识获取过程中的主动参与者，在参与中不断增强自信心，不断得到发展。 相似文献
11.
导学式教学法强调以学生为中心,打破传统教师"填鸭式"的教学模式,符合新课程改革的要求,对于提高小学生的学习积极性和教学质量具有重要作用。小学数学教师要逐步应用导学式教学法,激发小学生的学习动力,丰富数学资源和课堂互动环节,在潜移默化中培养小学生良好的学习能力和终身学习习惯。 相似文献
12.
Cheryl Allendoerfer Denise Wilson Mee Joo Kim Elizabeth Burpee 《Teaching in Higher Education》2013,18(7):758-771
In this paper, we identify beliefs about teaching and patterns of instruction valued and emphasized by science, technology, engineering, and mathematics faculty in higher education in the USA. Drawing on the notion that effective teaching is student-centered rather than teacher-centered and must include a balance of knowledge-, learner-, community-, and assessment-centered learning environments; we use qualitative interview data to explore how faculty's reported beliefs about teaching are associated with their consideration of these four types of environments. Findings indicated that although a range of beliefs about teaching emerged, most were firmly located in knowledge-centered learning environments, with little or no focus on the remaining three learning environments. Furthermore, even patterns of instruction that were heavily student-centered were situated within a knowledge-centered learning framework. We argue that for student-centered instruction to be truly successful, faculty must consider all four learning environments in crafting and facilitating the classroom environment. 相似文献
13.
Video is often used in professional development courses to sensitize mathematics teachers to students’ thinking and issues of classroom interaction. This article presents an approach that incorporates students’ perspectives on mathematics classroom interactions into video-based professional development in order to enhance teachers’ reflection on diverse awareness of students concerning demands within mathematics classroom interactions. This approach is theoretically justified by the empirical research on equal participation in classroom interaction and practically elaborated by video material from Grade 5 students. Empirical snapshots from design experiments with teachers demonstrate that teachers’ sensitivity can be enhanced. 相似文献
14.
新课标将“双基”扩展为“四基”,强调了数学思想的重要性。教师在数学教学中要用心钻研教材,深入挖掘教材蕴含的思想,灵活、合理设计教学过程,注重以生为本,发挥学生学习潜能,渗透数学思想方法,提高课堂教学实效,促进学生综合素养的提升。文章结合教学实践,对注重推理思想渗透提高数学教学实效进行探研。 相似文献
15.
数学教师要充分发挥信息技术在数学教学各环节中的优化作用,学校也要注重信息化建设。文章概括信息技术在初中数学课堂教学中的优势,重点对信息环境下提高初中数学课堂教学有效性展开全面分析和研究,旨在促进初中数学教育事业的良好发展。 相似文献
16.
Anderson Hassell Norton Andrea McCloskey 《Journal of Mathematics Teacher Education》2008,11(4):285-305
The challenge that we address concerns teachers’ shifts toward student-centered instruction. We report on a yearlong professional
development study in which two United States elementary school teachers engaged in a teaching experiment, as described by
Steffe and Thompson (in: Lesh and Kelly (eds) Research on design in mathematics and science education, 2000). The teaching
experiment involved close mathematical interactions with a pair of students after school, in the context of solving fractions
tasks. By conducting a teaching experiment, we anticipated that each teacher would have more opportunity to develop insight
into students’ mathematics. We also anticipated that these insights would influence the teachers’ classroom practice, even
without explicit support for such a shift. Indeed, the teachers found that they began asking more probing questions of their
students and spending more time listening to students’ explanations, but shifts to classroom practice were limited by constraining
factors such an inflexible curriculum. 相似文献
17.
Drew Polly Christie S. Martin Jennifer R. McGee Chuang Wang Richard G. Lambert David K. Pugalee 《Early Childhood Education Journal》2017,45(5):659-669
This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers’ beliefs, content knowledge, instructional practices, and their students’ achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on supporting teachers’ integration of standards-based pedagogies aligned with the Common Core State Standards in Mathematics. Data analysis included examining 15 Kindergarten teachers’ mathematics content knowledge, their beliefs about mathematics, their enactment of student-centered pedagogies, and student achievement on curriculum-based assessments. Findings indicated that teachers adopted more student-centered pedagogies and embraced more student-centered beliefs about mathematics teaching during their time in the project. Further, Kindergarten teachers also demonstrated gains in their mathematical content knowledge, and those content knowledge gains were linked to gains in student achievement. 相似文献
18.
This article is an attempt to place mathematical thinking in the context of more general theories of human cognition. We describe
and compare four perspectives—mathematics, mathematics education, cognitive psychology, and evolutionary psychology—each offering
a different view on mathematical thinking and learning and, in particular, on the source of mathematical errors and on ways
of dealing with them in the classroom. The four perspectives represent four levels of explanation, and we see them not as
competing but as complementing each other. In the classroom or in research data, all four perspectives may be observed. They
may differentially account for the behavior of different students on the same task, the same student in different stages of
development, or even the same student in different stages of working on a complex task. We first introduce each of the perspectives
by reviewing its basic ideas and research base. We then show each perspective at work, by applying it to the analysis of typical
mathematical misconceptions. Our illustrations are based on two tasks: one from statistics (taken from the psychological research
literature) and one from abstract algebra (based on our own research).
相似文献
| Orit HazzanEmail: |
19.
Ron Tzur Martin A. Simon Karen Heinz Margaret Kinzel 《Journal of Mathematics Teacher Education》2001,4(3):227-254
This report presents an account of one teacher's mathematics teaching and a perspective that underlies his teaching. Nevil
was a fifth grade teacher participating incurrent mathematics education reforms in the United States. Through the account,
we make distinctions about teachers' thinking and practice that can inform teacher education efforts. We constructed an account
by analyzing four sets of classroom observations and interviews. We observed that Nevil decomposed his understandings of the mathematics into smaller components and connections among those components. He created situations that
he believed made those components and connections transparent and attempted to elicit those connections from the students.
This account illustrates a practice that is different both from traditional practice and the type of practice that we would
envision as a goal for teacher development. We contribute two important aspects of mathematics teacher development from traditional
to reform-oriented teaching. In particular, we describe teachers' perspectives – assimilatory structures that constrain and
afford (a) the sense they make of professional development opportunities and (b) their potential learning in teacher education
settings.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
20.
吴海峰 《咸阳师范专科学校学报》2013,(6):118-120
在数学教学的过程中,合作学习有时往往只注重表面的形式,没有取得成效.从小组的构建、合作学习的内容、合作学习的方式及时机等方面提高中学数学课堂教学的有效性. 相似文献