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在高校公共数学课的教学中,优化教学方法是提高教学效果和教学质量的一条重要途径.提供了高等数学课程中运用讨论型、研究型教学方法的一些具体思路,并给出了在实际教学中的几则教学案例.教学实践表明,在高等数学教学中恰当地使用讨论型、研究型教学方法,可以有效促进学生创新思维的培养和综合素质的提升. 相似文献
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1 引 言自八十年代以来 ,高等院校的几乎所有专业 ,无论是理工科还是文科专业均开设了高等数学这门课程 .由近几年来我国高等院校招生人数看 ,每年大约有超过百万的大学生在接受高等数学的教育 .这正是现代社会对人才的要求的体现 ,也是数学重要作用的体现 .关于理工科高等数学 ,各高等院校均花大力气进行了教材、教学等各方面的研究与改革 ,而由于文科高等数学课程开设的时间还不长 ,因此对它的教材、教学等方面的研究还很缺乏 .据统计 ,目前我国接受文科高等数学教育的人数几乎等于接受理工科高等数学教育的人数 .因此 ,对文科高等数… 相似文献
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对理工科大学生数学创造性思维能力的培养应坚持与高等数学教学相结合,本文从数学创造性思维的发散性、直觉性、广阔性及批判性等角度鲜明地探究在教学过程中诠释这一教学理念. 相似文献
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现代医学发展的一大趋势是从定性研究走向定量研究,经历着数学化的发展进程.随着数学与医学的联系越来越紧密,医用高等数学在改善医学人才智能结构、培养学生科学思维和创新能力等方面都具有十分重要的意义.医用高等数学的教学要适应新的需要,必须要在改善教师知识结构、改变教学理念、完善教学内容、改变教学方法、培养创新意识和应用能力这些方面下功夫,才使之更好地与医学实际相结合. 相似文献
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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. 相似文献
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随着我国科学技术的快速发展,对于理工科学生在数学基础和数学素养方面的要求越来越高.数学物理方法课程综合应用了各个数学分支的内容,是提升理工科本科学生应用数学能力的重要基础课程.本文以课程作用、课程安排以及教学内容的梳理改进为主线,介绍数学物理方法课程教改的思考与实践. 相似文献
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A Study of STEM Assessments in Engineering,Science, and Mathematics for Elementary and Middle School Students 下载免费PDF全文
Michael Harwell Mario Moreno Alison Phillips S. Selcen Guzey Tamara J. Moore Gillian H. Roehrig 《School science and mathematics》2015,115(2):66-74
The purpose of this study was to develop, scale, and validate assessments in engineering, science, and mathematics with grade appropriate items that were sensitive to the curriculum developed by teachers. The use of item response theory to assess item functioning was a focus of the study. The work is part of a larger project focused on increasing student learning in science, technology, engineering, and mathematics (STEM)‐related areas in grades 4–8 through an engineering design‐based, integrated approach to STEM instruction and assessment. The fact that the assessments are available to school districts at no cost, and represent psychometrically sound instruments that are sensitive to STEM‐oriented curriculum, offers schools an important tool for gauging students' understanding of engineering, science, and mathematics concepts. 相似文献
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A case study of pedagogy of mathematics support tutors without a background in mathematics education
Richard Walsh 《International Journal of Mathematical Education in Science & Technology》2017,48(1):67-82
This study investigates the pedagogical skills and knowledge of three tertiary-level mathematics support tutors in a large group classroom setting. This is achieved through the use of video analysis and a theoretical framework comprising Rowland's Knowledge Quartet and general pedagogical knowledge. The study reports on the findings in relation to these tutors’ provision of mathematics support to first and second year undergraduate engineering students and second year undergraduate science students. It was found that tutors are lacking in various pedagogical skills which are needed for high-quality learning amongst service mathematics students (e.g. engineering/science/technology students), a demographic which have low levels of mathematics upon entering university. Tutors teach their support classes in a very fast didactic way with minimal opportunities for students to ask questions or to attempt problems. It was also found that this teaching method is even more so exaggerated in mandatory departmental mathematics tutorials that students take as part of their mathematics studies at tertiary level. The implications of the findings on mathematics tutor training at tertiary level are also discussed. 相似文献
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Rebekah Hammack Paul Gannon Christine Foreman Elijah Meyer 《School science and mathematics》2020,120(7):413-424
With the recent national emphasis on preparing children for future careers in science, technology, engineering, and mathematics, K-12 teachers are being called upon to include engineering in their instruction. This study explores the impacts of a summer professional development (PD) program focused on the engineering applications of mathematics and science on in-service K-12 teachers' (a) personal engineering efficacy, (b) engineering teaching efficacy, and (c) perceived barriers to teaching engineering. This quantitative study revealed that a single engineering-focused PD could increase teachers' personal engineering efficacy and engineering teaching efficacy and reduce particular perceived barriers to teaching engineering. No differences existed in pre- to post workshop assessment scores based on grade level taught, gender, or years of teaching experiences. However, pre- to post workshop assessment differences existed between participants depending on the discipline they taught and wether or not they had previously used engineering activities in their classrooms. These findings suggest that a single engineering PD can have significant impacts on in-service teachers' personal engineering efficacy, engineering teaching efficacy, and perceived barriers to teaching engineering, but a one-size-fits-all approach to such PD is not equally effective for all participants. 相似文献
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Adrienne Redmond Julie Thomas Karen High Margaret Scott Pat Jordan Jean Dockers 《School science and mathematics》2011,111(8):399-408
This case study reviewed the collaborative efforts of university engineers, teacher educators, and middle school teachers to advance sixth‐ and seventh‐grade students' learning through a series of project‐based engineering activities. This two‐year project enriched regular school curricula by introducing real‐world applications of science and mathematics concepts that expanded opportunities for creativity and problem‐solving, introduced problem‐based learning, and provided after‐school programming (for girls only) led by engineering students from the local university. This engineering education initiative showed significant impact on students' (1) confidence in science and mathematics; (2) effort toward science and mathematics; (3) awareness of engineering; and (4) interest in engineering as a potential career. With regard to gender, there were no significant differences between boys' and girls' responses. The girls' confidence in their own skills and potential, however, was significantly more positive than the boys' confidence in the girls. These results gave rise to new questions regarding mentor/mentee relationships and the overall effect of “girls only” mentoring. 相似文献
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高等数学学习方法指导的改革与实践 总被引:5,自引:0,他引:5
学习科学已经发展为一个学科群,作为学习科学的重要组成部分,高等数学学习方法指导的研究也警来越受到人们的重视,本文通过对高等数学学习方法指导的现状的剖析,提出高等数学学习方法改革的基本思路. 相似文献
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在高等数学教学中如何体现数学建模的思想 总被引:10,自引:0,他引:10
何伟 《数学的实践与认识》2003,33(10):142-144
本文探讨了如何将数学建模思想渗透到理工科高等数学的教学和学习中的问题 相似文献
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Birgit Loch Julia Lamborn 《International Journal of Mathematical Education in Science & Technology》2016,47(1):29-44
Many approaches to make mathematics relevant to first-year engineering students have been described. These include teaching practical engineering applications, or a close collaboration between engineering and mathematics teaching staff on unit design and teaching. In this paper, we report on a novel approach where we gave higher year engineering and multimedia students the task to ‘make maths relevant’ for first-year students. This approach is novel as we moved away from the traditional thinking that staff should produce these resources to students producing the same. These students have more recently undertaken first-year mathematical study themselves and can also provide a more mature student perspective to the task than first-year students. Two final-year engineering students and three final-year multimedia students worked on this project over the Australian summer term and produced two animated videos showing where concepts taught in first-year mathematics are applied by professional engineers. It is this student perspective on how to make mathematics relevant to first-year students that we investigate in this paper. We analyse interviews with higher year students as well as focus groups with first-year students who had been shown the videos in class, with a focus on answering the following three research questions: (1) How would students demonstrate the relevance of mathematics in engineering? (2) What are first-year students' views on the resources produced for them? (3) Who should produce resources to demonstrate the relevance of mathematics? There seemed to be some disagreement between first- and final-year students as to how the importance of mathematics should be demonstrated in a video. We therefore argue that it should ideally be a collaboration between higher year students and first-year students, with advice from lecturers, to produce such resources. 相似文献