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一、问题的提出
众所周知,数学知识是数学思维活动的结果,数学教学是数学思维活动或再现数学思维活动的教学。目前,我国高校的数学教育除了对理工科学生开设之外,也在逐步地向文科类学生普及,应该说这是高等数学教育的一大发展和进步。 相似文献
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刘同柱 《读与写:教育教学刊》2014,(23)
好多人认为数学课不好上,因为数学教学是一项启发思维活动的教学,相对于文科类的形象内容教学,数学知识大多数是抽象的,概念的,逻辑性比较强。因此如何上好一堂课,就是体现教师教学水平的主要指标。本人从事一线数学教学多年,总结了一些基础的知识和经验,希望同仁提出指正。 相似文献
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本文针对当代文科类的大学生素质培养、深层定位、社会发展等问题,再结合分析文科类开设高等数学教学的必要性与紧迫性.因此,高数应成为文史类专业的必修课;针对文科教学需要,为大学生"量身定做"高等数学的教具;在教学中,教师应将知识的传授和数学文化的内涵有机整合,同时就文科的特殊性确立一套有效的教学方针;加强研究文科高等数学教学的改进方案等方面,提出了如何克服高等数学教学困境的措施. 相似文献
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刘小凤 《中国科教创新导刊》2010,(29):46-47
现代教育普遍认为高等数学教育对大学文科类学生的素质培养有着其它学科无可替代的作用。极限概念是学生认知的难点,同时也是教学的重点。本文探讨了如何运用极限的教学,来达到提高文科学生的思维水平和数学素养的目标。 相似文献
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《华夏少年(简快作文 )》2019,(5)
阅读是搜集处理信息、获得知识体验的重要途径,也是学生学习的重要方式。在传统的教学中,阅读似乎是语文、英语等文科类学科的专有名词。作为一名农村小学数学老师,在多年的教学实践中,发现在数学教学中培养学生阅读能力同样显得非常有必要。数学难学,数学难教,其原因之一就是学生缺乏独立学习的能力,要获得终身学习数学的本领,就要从数学阅读抓起。因此,数学阅读对当今小学数学教学而言,具有十分重要的作用。 相似文献
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殷艳艳 《试题与研究：高中理科综合》2019,(29):0053-0053
阅读是搜集处理信息、获得知识体验的重要途径, 也是学生学习的重要方式。在传统的教学中,阅读似乎是语 文、英语等文科类学科的专有名词。作为一名农村小学数学老 师,在多年的教学实践中,发现在数学教学中培养学生阅读能 力同样显得非常有必要。数学难学,数学难教,其原因之一就 是学生缺乏独立学习的能力,要获得终身学习数学的本领,就 要从数学阅读抓起。因此,数学阅读对当今小学数学教学而 言,具有十分重要的作用。 相似文献
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This study investigated the relationships of students’ incremental beliefs of math ability to their achievement emotions, classroom engagement and math achievement. A sample of 273 secondary students in Singapore were administered measures of incremental beliefs of math ability, math enjoyment, pride, boredom and anxiety, as well as math classroom attention and disruption. In addition, students’ end-of-year math achievement scores were collected from school records. The hypothesised mediation model was supported in structural equation modelling analysis. Incremental beliefs of math ability were associated positively with math enjoyment and pride, and negatively with math boredom and anxiety. Achievement emotions fully mediated the relationships of incremental beliefs of math ability to classroom engagement and math achievement. Incremental beliefs of math ability were associated positively with classroom attention through math enjoyment and pride, negatively with classroom disruption through math anxiety and positively with math achievement through the two outcome-related emotions, math pride and anxiety. The findings and implications are discussed in the academic context of Singapore. 相似文献
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数学素质包括数学的科学素质、数学的应用素质和数学的文化素质。对高职计算机专业来说,数学素质更显得尤为重要。为加强学生数学素质,首先要以数学思想方法统摄整个教学过程。其次,教师教学要以揭示数学思维活动过程为核心,揭示数学思维活动过程,培养学生的数学素质。 相似文献
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通过对233名彝族农村小学4～6年级学生进行数学问题解决观念问卷的抽样调查,结果发现:学生数学问题解决观念归为数学问题、常规和非常规数学问题解决、数学问题解决动机和数学问题解决能力五方面的自我认识和看法;凉山彝族农村4～6年级学生数学问题解决观念总体上不理想,在数学教学中应给予充分重视;民族和性别因素在方差分析中主效应明显,可能与彝族学生思维方式、语言习惯等文化背景差异及当地小学数学教学现状有关;数学问题、常规和非常规数学问题解决、数学问题解决动机等观念显著影响数学问题解决观念。 相似文献
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This mixed-methods study focuses on narratives that undergraduates tell about pivotal moments (i.e., turning points) in their prior history with math. A key objective was to examine whether these turning points would be associated with participants’ current math affect, math motivation, and future plans with math. Undergraduate participants (N = 210) completed quantitative measures assessing math anxiety, math self-expectancy, and math value, and also wrote narratives about a turning point with math and their future math plans. Thematic analysis revealed four themes in the math turning point narratives: (1) redemption, (2) contamination, (3) consistently positive, and (4) consistently negative. Quantitative analyses indicated that participants who wrote consistently positive narratives reported significantly lower math anxiety and higher math self-expectancy and math value relative to participants who wrote other types of narratives. Further, participants who wrote consistently negative turning point narratives were more likely to indicate that they would avoid math in the future. These results suggest that an individual’s memory of their early math experiences can color their math affect, math motivation, and plans for pursuing math in the future, even years after the experience has occurred. Implications for math education are discussed. 相似文献
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对小学数学教师专业化发展问题的思考 总被引：6，自引：0，他引：6
数学教师专业化发展问题是教师专业化建设的一个重要组成部分.由于对小学数学教学的特殊性认识不足,加之小学数学教师本身的专业化程度不高,我国小学数学教师专业化发展面临的形势异常严峻;在教师专业化意义下,小学数学教师专业发展有着特定的专业素质结构,这是小学数学教师专业发展的主要内涵与要求;小学数学教师专业化发展,离不开对数学教学问题的执著探求、对数学教育理论的不断学习、对数学课堂教学的反复实践、对数学教学行为的深刻反思. 相似文献
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根据淡化数学理论教学,注重数学思想数学方法传授,侧重数学应用能力和创新能力的培养的高职数学教学理念,提出了“模块＋案例＋实验”的高等数学教学模式,利用数学软件将高等数学理论教学与数学实验有机结合,达到高职的人才培养目标。 相似文献
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The overarching goal of the present study is to investigate the factorial structure of three closely related constructs: math self-concept, math self-efficacy, and math anxiety. The factorial structure consisting of three factors, each representing math self-concept, math self-efficacy, and math anxiety, is supported in all 41 countries employed in this study. This same factorial structure is achieved at both between- and within-country levels. This study also reveals some country specific information, including country-level mean differences and within-country importance of these three math self-constructs in predicting math performance. For instance, Asian countries such as Korea, and Japan, demonstrate low math self-concept and math self-efficacy and high math anxiety in spite of their high scores on math performance. On the other hand, some of the Western European countries such as Finland, Netherlands, Liechtenstein, and Switzerland show “balanced” outcomes, with high math performance and low levels of math anxiety. 相似文献
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Despite the well-documented negative implications of math anxiety on math learning, a scarcity of theory-guided, long-term longitudinal research limits knowledge about how math anxiety develops over time. Guided by the Control-Value Theory of Achievement Emotions (Pekrun, 2006), the present study addresses this gap by examining (1) how math anxiety develops in tandem with the development of control and value appraisals across secondary schooling, and (2) how these three constructs co-develop in relation to characteristics of home and school contexts. We used growth mixture modeling to investigate how math anxiety, math self-concept (a frequently examined indicator of control appraisal), and math utility value (one dimension of math value) develop in parallel in a sample of 3116 adolescents, who were assessed annually across middle and high school. We identified three trajectory classes: a stable class, characterized by stably modest math anxiety, high math self-concept, and high math utility value, a linear change class, characterized by increasing math anxiety and decreasing math self-concept and utility value, and a fluctuating class, characterized by curvilinear changes in math anxiety, math self-concept, and math utility value. Parental academic support and teacher bias differentiated the stable class from the fluctuating class at the transition to middle school, and from the linear change class at the transition to high school. Our findings point to the heterogeneous contributions of control and value appraisals towards the development of math anxiety and highlight the importance of investigating multiple dimensions of the socio-ecological context at different stages of math anxiety development. 相似文献