共查询到20条相似文献，搜索用时 46 毫秒
1.
2.
本文以陕西科技大学理学院数学课程改革为个案,通过对教学内容、教学方法、教学手段、考核方式等方面的考查,特别是通过对开设数学实验课的考查,认为高职数学课程教学改革提高了教学效果与效率,加强了学生应用数学解决实际问题的能力,提高了学生的综合素质. 相似文献
3.
4.
5.
高校向社会输送人才的质量直接取决于高校数学教育体系的教学效果影响.传统的高效数学教学模式已经不能满足现代高校对于人才素质教育的需要,对高校数学课程进行改革已经迫在眉睫.本文结合当前高校学校数学课程改革的实际状况,进行系统的研究与探析,依照高校平培养人才的标准,致力探寻出一套可行的数学教学模式,力求把高校数学课程改革向着专业化、目标化方向发展,进而满足人才培养的需求,旨在构建一套合理化高校数学课程结构与内容,便于高校教师能够更加有效的完成了教学任务,进而实现培养出具有全方位素质能力的学生的根本教学目标. 相似文献
6.
本文主要从数学课程改革对数学教学改革的影响及数学课程改革对教师提出的要求出发,着重探讨了教师在课堂教学方面的几项基本要求,以达到教育教学的目的。 相似文献
7.
丁尔升 《课程.教材.教法》1991,(1)
数学课程问题一直是数学教学改革的中心问题,也是数学教育科学研究的中心问题之一。从1958年以来笔者参加了多次数学课程设计、教材编写、实验研究,从三十余年的实践中形成了关于数学课程发展规律的一些认识。影响、制约、决定数学课程发展的因素主要是三个方面:社会、政治、经济方面的需求,数学发展和教育发展的需求。数学课程的发展决定于这三个方面需求的和谐统一,本文基于《中学数学实验教材》(以下简称《实验教材》)的实验着重探讨这三者如何和谐统一推动数学课程的发展。 相似文献
8.
九年义务教育《数学课程标准》在数学课程、数学、数学学习、数学教学、评价、现代信息技术等方面的教育理念 ,是小学数学教学改革的依据 ,小教专业的数学教育改革必须适应小学数学改革的需要。本文以此为依据从课程设置、教材与教材整合、教师教学方法等方面谈谈小学教育专业理科的数学教育改革的浅见。 相似文献
9.
中等职业学校实施注册式入学以来,传统教育模式的教学方法、教学手段已不能完全适应中职学生,对于比较抽象的数学课程来说更为突出。如何采取有效措施,提高数学教学效果？笔者从中职数学教学改革的角度谈谈运用多媒体技术进行数学教学的具体实践。 相似文献
10.
波利亚数学教育理论的现代启示 总被引：3，自引：2，他引：3
乔治·波利亚对数学教育的研究与贡献举世瞩目,他在数学教育上的成就主要包括解题理论、数学教学理论和教师教育理论3个方面,这3个方面的理论对我国现代的数学课程与数学教学改革,数学教师的培养与培训都有着十分重要的指导意义. 相似文献
11.
12.
Constructivism,mathematics and mathematics education 总被引：1，自引：0，他引：1
Stephen Lerman 《Educational Studies in Mathematics》1989,20(2):211-223
Learning theories such as behaviourism, Piagetian theories and cognitive psychology, have been dominant influences in education this century. This article discusses and supports the recent claim that Constructivism is an alternative paradigm, that has rich and significant consequences for mathematics education. In the United States there is a growing body of published research that claims to demonstrate the distinct nature of the implications of this view. There are, however, many critics who maintain that this is not the case, and that the research is within the current paradigm of cognitive psychology. The nature and tone of the dispute certainly at times appears to describe a paradigm shift in the Kuhnian model. In an attempt to analyse the meaning of Constructivism as a learning theory, and its implications for mathematics education, the use of the term by the intuitionist philosophers of mathematics is compared and contrasted. In particular, it is proposed that Constructivism in learning theory does not bring with it the same ontological commitment as the Intuitionists' use of the term, and that it is in fact a relativist thesis. Some of the potential consequences for the teaching of mathematics of a relativist view of mathematical knowledge are discussed here. 相似文献
13.
14.
AbstractThis study examines four of the most commonly-used core mathematics curricula in the USA for evidence of support for research-based instructional strategies for mathematics vocabulary in first and second grade. Content analyses of the teachers’ editions of two units for each grade level were analyzed per curriculum (n?=?16). Statistically significant differences among curricula were found for number of target words (range 6–51 per unit), level of difficulty of terms (basic to technical), and number of support strategies per word. Multiple means of representation varied in terms of verbal and non-verbal strategies for target terms. These differences indicate children are experiencing substantially different mathematics vocabulary learning opportunities, which may impact later mathematics achievement. Implications for practice, curriculum development, and future research are addressed. 相似文献
15.
张友梅 《佳木斯教育学院学报》2013,(7):190-191
通过对高等数学教材进行研究,挖掘蕴含在高等数学中的数学美,引导学生发现数学美,欣赏数学美,创造数学美。教学中,我们可以多角度、多层次地展示数学美,逐步培养学生数学美感和审美能力,增强学生的创新意识,提升学生的数学素质。 相似文献
16.
Kathleen Michelle Clark 《Educational Studies in Mathematics》2012,81(1):67-84
The use of the history of mathematics in teaching has long been considered a tool for enriching students’ mathematical learning. However, in the USA few, if any, research efforts have investigated how the study of history of mathematics contributes to a person's mathematical knowledge for teaching. In this article, I present the results of research conducted over four semesters in which I sought to characterize what prospective mathematics teachers (PMTs) understand about the topics that they will be called upon to teach in the future and how that teaching might include an historical component. In particular, I focus on how the study and application of the history of solving quadratic equations illuminates what PMTs know (or do not know) about this essential secondary school algebraic topic. Additionally, I discuss how the results signal important considerations for mathematics teacher preparation programs with regard to connecting PMTs' mathematical and pedagogical knowledge, and their ability to engage in historical perspectives to improve their own and their future students' understanding of solving quadratic equations. 相似文献
17.
提高学生的数学素养是基础教育数学新课程的重要目标之一，数学素养有其丰富的内涵，作为数学新课程的一个重要理念，它从以下三个维度体现出来：数学学科的认识论价值、方法论价值和育人价值。 相似文献
18.
张雄 《陕西教育学院学报》2006,22(2):9-12
数学可分为研究性数学和教育性数学。研究性数学主要注重科学逻辑的序,而教育性数学则注重科学逻辑的序与认知心理的序之间的完美结合,后者即“教育数学”。教育数学是在研究性数学基础上的再创造、再提高,教育数学对数学教育改革具有深远的意义。 相似文献
19.
20.