将数学建模思想融入大学数学教学全面提升教学质量——培养学员创新精神与创新能力的探索与实践

以加强数学建模课程建设,组织参加全国大学生数学建模竞赛为突破口,通过教学内容、教学方法、教学手段和培养模式的改革,引导学员参加科技创新活动,深化大学数学教学改革,培养学员的创新意识与创新能力.     

以数学建模竞赛为切入点,强化学生创新能力培养

通过介绍天津商业大学"稳基础、抓重点,推动数学建模竞赛工作上水平"的具体措施,分析了如何以数学建模竞赛为切入点,促进大学数学教学改革与学风建设,培养学生自我探索、自我思考、自我研究和自我实践的素养,提高学生的综合创新能力。     

数学建模课程与学生创新能力的培养

本阐述了面对新世纪的挑战,培养学生创新能力的必要性,及数学建模课程与创新能力培养的关系。提出院通过数学建模课程培养学生创新能力的一些方法。     

深化教学方法改革 培养学生创新能力

介绍了大学数学公共基础课程的教学方法改革和学生创新能力培养方面的具体做法与效果.     

创新能力培养在新教材教学中的尝试

创新是一个民族赖以生存发展的动力,没有创新,就不可能有人类社会的进步,课程改革目的之一,就是通过学科课程教学来培养学生创新能力,“数学是思维的体操,是智力的磨刀石”,在中学数学新教材(人教版普通高中试验修订本)的教学中,尤其要注意培养学生的创新意识和创新能力。     

北京市精品课程《工科数学分析》建设回顾

本文综述了北京航空航天大学精品课《工科数学分析》课程建设情况,详细阐述了在课程体系的建设、教学理念以及学生创新能力培养模式等方面的研究和探索,通过我们的教学实践,为国内微积分教学提供了新的思路.     

基于卓越工程师培养的高等数学教学策略

"卓越工程师教育培养计划"强调对学生工程实践能力、工程设计能力与工程创新能力的培养.高等数学是工科专业学生的必修基础课,它提供的数学思想、精神和思维方法以及理论知识不仅是后继专业课的重要工具,特别是在实践中培养学生工程能力和创新能力等方面发挥着非常重要的作用.文章根据卓越计划的培养理念并结合高等数学课程特点,探讨了高等数学教学策略.     

如何在高等数学教学中培养学生的创新思维

创新是当今的时代精神.创新能力的培养是实施素质教育的重要目标之一.高等数学作为高等教育的重点基础课程,在训练和培养学生创新能力方面具有重要地位.如何在高等数学教学过程中培养学生的创新思维,提高创新能力是我们高等数学教学改革的重要任务.文章通过对当前教育形势的分析以及创新思维的特点的思考,从教学理念、教学模式以及教学内容三个方面讨论了在高等数学教学过程中学生的创新思维的培养问题.     

加强数学建模课程建设,促进高校教学改革

近几年来 ,浙江大学通过数学建模课程建设与改革 ,取得了不少成绩 ,特别是在全国大学生数学建模竞赛和美国大学生数学建模竞赛中取得了优异成绩 .本文从六个方面陈述浙江大学加强数学建模课程建设与改革的措施 .     

推荐《大学生数学建模竞赛辅导教材》

<正>中国大学生数学建模竞赛与高等院校部分科系开设数学建模课程是我国教学改革与提高人才素质培养的一种非常好的举措。这种活动还要扩大、深入,扩大到中学生数学知识应用竞赛的活动中去,深入到高等院校理工科以外的农、医、文、商等等学科中去。     

A Brief Comparison of the U.S. and Chinese Middle School Mathematics Programs

The U.S. generally has a less intense mathematics curriculum in the middle school grades than China. Some factors contributing to the lower intensity in the U.S. mathematics curriculum are textbooks with extensive drill, repetition of content, lack of challenging problem solving, lower curricular and cultural expectations, and ability grouping. In comparison, China utilizes challenging problem solving, sequential development of content without repetition, expectations of hard work, high values for mathematics by the curriculum and culture, and a common curriculum for all as aspects of mathematics instruction. The U.S. is taking a positive direction in its mathematics curriculum with the use of technology and reform while compulsory education is mandating that the theoretical depth of middle school curriculums in China be lowered for all of its students in grades 1–9.     

Assessing the Effectiveness of Schools with Pupils of Different Ability Using Data Envelopment Analysis

Research suggests that many schools have a differential effectiveness with pupils of different ability. For example a school may be more effective in raising the performance of pupils of low rather than higher ability or vice versa. The identification of the existence of any differential effectiveness at a school is important as it can prompt a review of teaching practices, which will benefit ability ranges hitherto disadvantaged and thereby improve the overall effectiveness of the school. The most appropriate data for assessing differential effectiveness would be at pupil or, at least, at ability range level. Such data is not generally available. This paper develops a data envelopment analysis (DEA) based method that can identify the existence, and indicate the direction of, differential effectiveness at a school using data covering the full range of pupil abilities. The method can also identify role model schools for a school seeking to alter the bias in its differential effectiveness.     

The Role of Teachers' Beliefs and Knowledge in the Adoption of a Reform‐Based Curriculum

Science as inquiry is a key content standard in the National Science Education Standards; however, few secondary science teachers successfully and consistently implement inquiry‐based instruction in their classrooms. This research examines the role of reform‐based curricular materials in influencing the classroom practices of 12 high school chemistry teachers and investigates the role of the teachers' knowledge and beliefs in their implementation of the reform‐based chemistry curriculum. Qualitative and quantitative data were collected in the form of beliefs interviews and classroom observations. The teachers' classroom practices were measured prior to and during the field test of the reform‐based chemistry curriculum. Analysis of the data revealed that teachers' classroom practice became more reform‐based in the presence of the new curriculum; however, the degree of change is related to the teachers' beliefs about teaching and learning, depth of chemistry knowledge, and years of teaching experience. Experienced, out‐of‐discipline teachers with transitional or student‐centered teaching beliefs demonstrated the most growth in reform‐based teaching practices. This study reinforces the need for reform‐based curriculum to assist teachers in implementing the intent of the National Science Education Standards.     

高师院校复变函数课程教学改革的探索

结合多年的教学实践和高师院校的特点,分析了复变函数课程教学中存在的问题,并提出了一些教学改革设想,如改革课程内容,进行教材建设,渗透数学文化,加强网络教学等,期望能为该课程的教学改革抛砖引玉.     

Exploring the quality of the mathematical tasks in the new Turkish elementary school mathematics curriculum guidebook: the case of algebra

To take its due place in the world of education, Turkey has been through serious reform initiatives in the curriculums of various school subjects since 2003. The new Turkish elementary school curriculum was prepared considering the research studies conducted in Turkey and in other countries, as well as the educational systems of developed countries and previous experiences with mathematics education in Turkey. This study attempts to provide a perspective on the nature of the instructional tasks in the new elementary school mathematics curriculum. In particular, our focus is to explore the level of cognitive demands (LCD) in the algebra tasks provided in the national elementary mathematics curriculum guidebook. This curriculum document is a major resource for administrators, stakeholders, textbook publishers and ultimately for teachers. For every learning objective, it provides sample tasks to be used in mathematics instructions. In this study, our purpose is to explore the LCD of each of these tasks by utilizing a framework developed by Smith and Stein (Math Teach Middle School 3:344–350, 1998). The framework classifies mathematical tasks according to the level of demands: lower-level and higher-level demands. While the lower-level demands are related to memorization and procedures without connections, the higher-level demands are related to procedures with connections and doing mathematics. The findings revealed that 60% of algebra tasks for each grade level required higher LCD and a great majority of the remaining tasks were at the level of procedures without connections. The findings of the study particularly inform curriculum developers about issues regarding the quality of the tasks given in the curriculum guide and provide possible suggestions to improve the implementation of the curriculum change process.     

高师数学专业学生实验能力培养的理论研究与实践

数学实验活动是提高学生数学素养,提高学生应用能力和创造能力的有效途径.高师院校学生肩负着未来培养中小学生的数学探究能力和创造能力的重大使命.因此,高师院校数学实验的教学改革研究具有双重的意义.本文通过对高师院校数学实验课程体系改革的理论研究与教学实践,探讨了高师院校数学实验教学的一条新路,提供了适合高师院校学生数学实验能力培养的新教学模式和新途径.     

What Does Integration of Science and Mathematics Really Mean?

In this era of curriculum reconstruction, considerable attention is being focused on curriculum integration. The integration of science and mathematics continues to be interpreted in different ways. In this article, five different meanings of integration of science and mathematics–discipline specific, content specific, process, methodological and thematic–are investigated along with instructional implications of these different approaches to integration.     

High School Students' Views about the Nature of Science: Results from Three Countries

During the last two decades, massive efforts have been directed at uncovering different science concepts held by school age students. This particular study focused on identifying high school students' views regarding the nature of science. Thirty-two students were chosen from each of the following three countries: Canada, the United States, and Australia. Interviews were conducted with each student. The interview protocol contained the same core questions with an opportunity built in to allow both the student and the interviewer to seek clarification and extension as necessary. All of the interviews were audiotape recorded and transcribed. Some major differences and many commonalities were observed among the three groups of students. These results should be potentially useful to a wide range of science educators and curriculum developers in that one's ability to become scientifically literate is greatly impair ed when the nature of science is not completely understood.     

开展3+1培养模式 科学地发展地实践信息与计算科学专业的建设

结合农垦院校办学特色和信息与计算科学专业的办学定位和办学指导思想,科学地发展地调整课程体系的设置,集思广益,认真制定、修订和运行教学计划;优化实践教学设置和深化实践教学内容,并积极建立长期的稳定的校外实习基地;与北京科瑞尔思研究院—大庆实训实习基地合作开展3+1培养模式,收到良好效果.     

Impact of Middle School Student Energy Monitoring Activities on Climate Change Beliefs and Intentions

The Going Green! Middle Schoolers Out to Save the World project aims to direct middle school students' enthusiasm for hands‐on activities toward interest in science and other STEM areas while guiding them to solve real‐world problems. Students in this project are taught by their teachers to use energy monitoring equipment to audit standby power consumed by electronic devices in their homes and communities. Major findings were: (a) Beliefs in climate change increased more for students in the treatment than comparison group, pre to post; and (b) For girls there was a larger positive impact on climate change beliefs than for boys. These and additional findings presented in this paper provide evidence that a hands‐on engaged‐learning curriculum can have a positive influence on climate change beliefs and intentions and strengthen the association between the two constructs.