谈谈图形计算器对我国数学教育的影响   总被引：2，自引：3，他引：2  

SHI Bing-xing  史炳星 《数学教育学报》2001,10(1):38-40

图形计算器，作为新一代数学学习工具在我国的引入将带来数学教育的深刻变化，这些变化包括观念，课程，教学过程和教育理论等的变化，对图形计算器（其其它教育技术）所提供的新的教学环境认识的迟钝，将滞后我国旨在建立全面关注学生发展的教学教育改革，图形计算器的使用，将使传统教学方式面临真正的挑战。  相似文献   

高等数学教学中数学思想方法教学途径的探讨     

马秀梅  林距华 《廊坊师范学院学报》2005,21(4):73-75

《高等数学》为数学思想方法的教学提供了一个良好的知识平台，在《高等数学》课程的教学中进行数学思想方法的教学，不仅是可行的，也是必要的．为此，应采取的主要措施有：一是改变传统教材单一以数学知识为主线的课程体系而以数学思想方法与数学知识的合理组合为教材的主线以突出数学思想方法的教学、二是改革教学方法，采取发现法教学，通过化隐为显、逐步渗透、反复运用等手段，使学生掌握常用的数学思想方法，并能在今后的学习、工作中灵活运用．  相似文献   

模糊幂群的结构     

彭家寅 《内江师范学院学报》2006,21(4):5-8

引入了模糊核和广义模糊核的概念,系统地讨论了各类模糊幂群的结构,给出了一类模糊幂群的构造定理.  相似文献   

A response to strategies and tactics through participatory action research in a developmental mathematics course     

German Alonso Moreno  David Rutledge 《Educational Action Research》2018,26(3):420-438

This paper explores the value of participatory action research in a community college developmental mathematics course. The authors used the framework of critical mathematics education in order to understand the critical conversations of students about their learning experiences, and also to help the instructor of the course develop the curriculum that attended to student experiences. The authors also draw on Michel de Certeau’s ideas about strategies and tactics to understand how students responded to their past learning experiences. Data results from the study show that students can gain a better understanding of their own learning and subsequently develop deeper content knowledge when they are more involved in the teaching and learning process. Lastly, the authors conclude that as adult learners grow in their understanding of the learning processes and of the content being presented, participatory action research can play an important role in the entire development of thinking and intellectual engagement.  相似文献   

高中几何课程标准之我见   总被引：5，自引：1，他引：5  

王建明  张思明  王鹏远  赵大悌  刘美伦 《数学教育学报》2001,10(4):55-58

高中几何课程设计应该使学生在现实的和未来的学习经验（知识的经验和实际的经验）中，提升他们对几何价值的认识，高中几何课程标准的过程标准应该包括推理与证明、问题解决、多重表示和交流与合作，过程标准贯穿于教学内容标准之中。  相似文献   

全日制义务教育数学新课程标准与数学教育改革   总被引：4，自引：0，他引：4  

姜涛 《数学教育学报》2006,15(2):87-89

目前进行的数学教育改革的理论基础基本上还是人们常议常新的杜威实用主义．新课标把数学定义为一个过程、一种技术，是为了贯彻杜威的实用主义思想．片面的数学定义对新课标的影响表现在：忽视基础，片面强调应用，不要推理论证没有了数学的灵魂，将教师角色错误定位．数学教育应该是改革而不应该是革命．  相似文献   

Science and Mathematics Efficacy Beliefs Held By Practicing and Prospective Teachers: A 5-Year Perspective     

Wenner  George 《Journal of Science Education and Technology》2001,10(2):181-187

A compilation of results from three studies, conducted over a 5-year period, compare and contrast efficacy beliefs held by prospective and practicing teachers toward science and mathematics instruction. Particular attention is directed toward confidence and accountability factors. The theoretical background is derived from Bandura's model as well as the locus of control construct. Recommendations for teacher education programs are offered.  相似文献   

变结构-模糊复合控制交流位置伺服系统   总被引：2，自引：0，他引：2  

张清华 《茂名学院学报》2002,12(1):18-21

针对交流位置伺服系统变结构控制存在颤振的不足，提出了据偏差的大小去选择采用变结构控制、模糊控制的复合控制策略，仿真的结果说明了变结构－－模糊复合控制器既保持了变结构控制的快速性及鲁棒性等优点，又消除了颤振现象。  相似文献   

Students' level of boredom,boredom coping strategies,epistemic curiosity,and graded performance     

Altay Eren  Hamit Coskun 《The Journal of educational research》2016,109(6):574-588

The authors examined the relationships among students' levels of boredom, boredom coping strategies, epistemic curiosity, and graded performance regarding mathematics lessons, with the intention to explore the mediating roles of boredom coping strategies and epistemic curiosity in the relationship between the level of boredom and graded performance. A total of 557 students from a small city located in the Western Black Sea region of Turkey voluntarily participated in the study. Of them, 211 enrolled in an Anatolian high school and 346 enrolled in a science high school. Results showed that the level of boredom, boredom coping strategies, epistemic curiosity, and graded performance were significantly related to each other. Results also showed that deprivation-type epistemic curiosity and interest-type epistemic curiosity played significant mediating roles in the relationship between the level of boredom and graded performance. Notably, the mediating roles of interest-type epistemic curiosity and deprivation-type epistemic curiosity differed across gender groups.  相似文献   

21世纪中国的数学教学     

綦春霞 《教育学报》2002,(9):42-45

本文探索了新世纪数学教学的目标、内容、组织形式和评价等方面的新趋势  相似文献