适应学分制背景的《离散数学》教学设计改革探索

以学分制重在培养学生自主学习观的教育理念为指导,针对离散数学课程教学内容抽象、算法复杂等特点及教学实际,探讨学分制背景下离散数学教学内容组成、教学组织方式、最终考核方式、教材选取标准、实践应用手段等改革措施,将MOOC/SPOC教学模式、过程化考核方式、竞赛机制等引入课堂,旨在依据学分制所要求的能力和素质,提高学生专业学习能力的同时,重点培养提出问题、解决问题的科研思维.在实际教学实践中,取得了良好的教学效果.     

离散数学课程教学改革探索与思考

介绍华中农业大学离散数学教学改革的内容及成效,并就未来教学改革方向,从教学手段、教学内容和考核方式等方面给出具体建议.     

专科高等数学课教学改革的探索与实践

本文分析了专科高等数学教学面临的问题,分别从教学内容、教学方式和考核方式等角度探索了一些切实可行的改革措施,并尝试课堂实践.     

能力型数学素质教育考核方法的改革探索

本文研究既考核学生掌握基本知识又考核学生能力和素质的考核方法 ,提出了多层次综合考核方法 ,其考核内容和方式主要包括期末笔试、平时测验、开卷考试、学习报告、数学实验报告和小论文等 ,并确定了考核指标 ,以层次分析法作为综合评价方法 ,建立了综合评价的递阶层次结构 ,为能力型数学素质教育考核方法的改革进行了有益的探索     

Excel在中医药统计学教学中的应用

分析中医药统计学教学的现状及存在的问题,从教学内容、教学方法、考核方式三个方面探讨Excel在中医药统计学教学中的应用.     

高等院校艺术类数学课程探索

分析了高等院校艺术类专业开设数学课程的必要性、可行性;并探讨了课程目的、教学法、考核方式及注意事项.     

能力型数学素质教育考核方法的改革探索

本研究既考核学生掌握基本知识又考核学生能力和素质的考核方法,提出了多层次综合考核方法,其考核内容和方式主要包括期末笔试、平时测验、开卷考试、学习报告、数学实验报告和小论等,并确定了考核指标,以层次分析法作为综合评价方法,建立了综合评价的递阶层次结构,为能力型数学素质教育考核方法的改革进行了有益的探索。     

国防科技大学“线性代数与解析几何”课程建设的特色

介绍国防科技大学线性代数与空间解析几何课程在教材内容的选取编排、分层教学的实施、考核方式的规范、试题库的建设和使用以及该课程与其他课程的衔接等问题上所做的特色研究和建设.     

基于CDIO理念的线性代数课程教学改革

CDIO是当前高等工程教育的一种新型教育模式,对工程教育的基础课程教学具有同样的指导意义.本文针对工科线性代数课程的特点和教学现状,提出了基于CDIO理念的线性代数课程教学改革,立足于调动学生主动学习的积极性,对教学模式、教学方法与手段、实验教学、考核方式等方面进行探索,指出了主动式学习方式对提高教学质量和教学效果的重要作用.     

关于一项大学课程考核机制实施效率的博弈分析

期末考试与平常考核相结合是当前大学课程考核的常用方式,在操作失当的情况下,易产生乐善好施悖论.为剖析该结论,构造了一个动态博弈模型表征师生之间的利益互动关系,以博弈均衡阐释问题的形成机理.研究结果表明,为提升博弈双方效用,改善高校教学绩效,可从调整参与人行动先后顺序、弱化支付函数相关性等方面予以着手.     

In the books there are golden houses: mathematics assessment in East Asia

In this paper, some fundamental issues on mathematics assessment and how they are related to the underlying cultural values in East Asia are discussed. Features of the East Asian culture that impact on mathematics assessment include the pragmatic nature of the culture, the social orientation of East Asian people, and the lop-sided stress on the utilitarian function of education. East Asians stress the algorithmic side of mathematics, and mathematics is viewed more as a set of techniques for calculation and problem solving. The notion of fairness in assessment is of paramount importance, and there is a great trust in examination as a fair method of differentiating between the able and the less able. The selection function of education and assessment has great impact on how mathematics is taught, and assessment constitutes an extrinsic motivation which directs student learning. Finally, the strengths and weaknesses of these East Asian values are discussed.     

Effects of State Tests on Classroom Test Items in Mathematics

Classroom tests from nine eighth‐grade mathematics teachers were collected from the 2003–04 and 2005–06 school years. These years represent one school year prior to the eighth‐grade Ohio Achievement Test (OAT) in mathematics being implemented and the year after the eighth‐grade OAT in mathematics was implemented, respectively. In addition, teachers were interviewed to determine factors that influence classroom assessment practices. Classroom assessment data were compared between the two years, and interview data were examined, to investigate the impact that the new state test was having on classroom assessment practices. An average of 87% of teachers' classroom assessment items were at the lowest depth of knowledge level during both years. Teachers relied heavily on curriculum materials for their test items, and these items tended to only assess students ability to recall basic facts or perform straightforward procedures. The presence of a state test did not entice teachers to assess students at higher depth of knowledge levels.     

基于AHP-Fuzzy方法的工业生产安全综合应急演练评估

针对工业生产安全领域内综合应急演练涉及的演练内容广泛、科目繁杂,评估工作难度较大等问题,提出建立演练评估层次指标体系,利用层次分析法确定各指标权重,结合模糊数学理论,应用模糊综合评估法实现应急演练定量化评估的技术.应用AHP-Fuzzy方法对某大型国有企业成品油库综合应急演练进行了评估,验证了评估方法的可行性.     

结合专业特色的理工科数学课程教学探讨

本文以湖南师范大学物理学专业数学物理方程的教学实践为基础,指出了目前理工科数学课程教学中存在的主要问题,探讨了高等院校数学教学与专业特色相结合的教学方法,并从教学内容、师资要求、教学方法和考核方式等方面提出某些具体改革措施,在教学实践中取得了初步成效．     

An investigation of assessment and feedback practices in fully asynchronous online undergraduate mathematics courses

Research suggests it is difficult to learn mathematics in the fully asynchronous online (FAO) instructional modality, yet little is known about associated teaching and assessment practices. In this study, we investigate FAO mathematics assessment and feedback practices in particular consideration of both claims and findings that these practices have a powerful influence on learning.

A survey questionnaire was constructed and completed by 70 FAO undergraduate mathematics instructors, mostly from the USA, who were each asked to detail their assessment and feedback practices in a single FAO mathematics course. Alongside these questions, participants also answered the 16-item version of the Approaches to Teaching Inventory. In addition, a novel feedback framework was also created and used to examine how feedback practices may be related to participants' approaches to teaching.

Results show that assessment and feedback practices are varied and complex: in particular, we found there was not a simple emphasis on summative assessment instruments, nor a concomitant expectation these would always be invigilated. Though richer assessment feedback appears to be emphasized, evidence suggests this feedback may not be primarily directed at advancing student learning. Moreover, we found evidence of a reliance on computer--human interactions (e.g. via computer-assisted assessment systems) and further evidence of a decline in human interactions, suggesting a dynamic that is both consistent with current online learning theory and claims FAO mathematics courses are becoming commodified. Several avenues for further research are suggested.     

Formative assessment and the role of teachers' content area

Professional development (PD) programs focused on increasing teachers' use of formative assessment generally provide a framework designed to help teachers understand the breadth and complexity of formative assessment, while advocating for teacher choice with respect to the specific implementation. This study examined the implementation patterns of 82 high school mathematics and science teachers to understand whether implementation approaches differed by content area. Results suggested that mathematics and science teachers significantly increased their self‐reported practice of formative assessment, in similar ways; however, the specific approaches that mathematics and science teachers chose to operationalize on a daily basis differed. These findings have implications for the design of PD and future research efforts.     

Mathematics Assessment: Practices and Reporting Methods

The curriculum, teaching, and assessment Standards of the National Council of Teachers of Mathematics advocate the use of various assessment techniques in mathematics, K-12. Practitioners from 35 school districts in two regions of a midwestern state completed a questionnaire and reported information about their assessment practices, reporting methods, and other issues that affect change in mathematics. The results of the survey suggest that current reporting practices are limiting the use of alternative classroom assessment practices. Delays in the use of alternative mathematics assessment practice can probably be expected until the reporting systems used in school districts become consistent with the assessment systems and teachers participate in ongoing professional development programs to learn more about alternative assessment practices.     

Measurement Instruction in the Context of Scientific Investigations With Diverse Student Populations

The purpose of this study was to investigate the impact of a hands‐on science curriculum, which integrates mathematics and supports English language development, on third‐grade students' mathematics achievement—specifically the measurement subscale of the statewide assessment. The data drew from a larger five‐year research and development project consisting of reform‐based science curriculum units and teacher workshops designed to promote effective science instruction while integrating mathematics and supporting English language development. The third‐grade curriculum places a strong emphasis on measurement skills in the context of science inquiry. The third‐grade students' performance on the measurement subscale of the statewide mathematics assessment in the treatment schools was compared with that of comparison schools using a hierarchical linear model. Students at the treatment schools performed significantly higher than students at the comparison schools. The results provide evidence that an integrated approach to mathematics and science instruction can benefit diverse student groups.     

Assessing ‘functionality’ in school mathematics examinations: what does being human have to do with it?

This article analyses aspects of the process of developing ‘functional’ assessments of mathematics at the end of compulsory schooling in England. A protocol that was developed for scrutinising assessment items is presented. This protocol includes an indicator of the ‘authenticity’ of each assessment item. The data are drawn from scrutiny of 589 assessment items from thirty-nine formal unseen examinations taken by students aged sixteen, and the article illustrates ways that mathematics is presented in different contexts in examinations. We suggest that currently the ‘human face’ of the questions may serve to disguise routine calculations, and we argue that, in formal examinations, connections between mathematics assessments situated in context and functional mathematics have yet to be established.