基于感性发展理性 培养创新意识——“直线与平面垂直”的教学设计与反思

创新是民族振兴之源,培养创新型学生是时代发展赋予我们教师的崇高使命.学生创新意识和创新能力培养的主阵地在课堂.在教学中,如何进行教学设计,才能有利于达到培养创新型学生的目标?     

智慧课堂视域下高中数学教学策略探索

数学作为高中阶段的重要学科,能培养学生的逻辑思维、抽象思维.这需要将信息技术与数学教学相结合,构建并打造智慧课堂,培养高智能创新型人才.文章就高中数学教学中智慧课堂构建的重要性进行阐述,并探索了智慧课堂视域下高中数学的教学策略.     

数学教学中培养创新型学生的实践与思考

随着我国经济的高速发展,社会对创新型人才的需求愈加凸显,如何培养创新型学生,早已引起广大教育工作者的关注．前苏联教育家苏霍姆林斯基在《给教师的建议》中指出：“经验告诉我们,数学的教育水平在很大程度上影响着少年对脑力活动的兴趣发展,也影响到学生的整个精神面貌．”笔者对如何利用数学教学培养创新型学生作了一些探索和尝试．     

概率论与数理统计课程的改革与实践

以培养21世纪应用创新型人才为目标,对基础课概率论与数理统计课程的教学进行了从教学目标、教学内容、教学方法、教学手段及对学生学习的评价方法等方面进行了系列改革,并取得了较显著的改革效果.     

浅谈现代教学和传统教学的结合

浅谈使用电子教案进行教学的体会 .揭示了如何充分利用现代教学技术的优势 .重点论述了如何在日常教学活动中把现代教学和传统教学有机地结合起来 ,以充分体现现代教育思想 ,培养创新型人才     

让学生主动学习的教学策略

在教学中 ,如何充分体现学生的主体性 ,培养学生的主动学习的习惯 ,是当前迫切需要研究并解决的问题 .如何去解决 ?1.尊重 :架起师生之间的亲密桥梁情感培养既是教学目标之一 ,又是完成教学目标的动力与手段 ,教师创设和谐的教学气氛和生动活泼的学习情景对培养学生心理素质显得尤为重要 .实践证明 :学生对学科的感情很多来自于他们对教师的感情 ,和谐融洽的师生关系 ,能激发学生的学习热情 ,“亲其师 ,信其道” .对学生要多鼓励 ,少埋怨 ;多指导 ,少责备 .大家一直以为作为一名基层教学工作者不仅要能说 ,而且要说清楚 .但是我觉得教师更要…     

基于电子信息领域创新型人才培养的微积分教学改革探索

电子信息类高校是培养该领域创新人才的重要基地,作为核心基础课程之一的微积分在其中发挥着重要作用.在建设创新型国家的时代背景下,从创新思维、创新能力和创新综合素质等方面讨论了微积分教学改革在电子信息领域创新型人才培养中的积极作用,并从三个不同视角分析了微积分教学改革所面临的诸多机遇和挑战,最后结合教学实践经历对开展微积分教学改革的具体措施浅谈一些思考与尝试.     

橢圆的伴随曲线的研究性学习

新课程改革理念下的探究性学习是指以问题为核心展开教学过程的一种高智能的学习方式,它具有主体性、探究性、实践性、合作性、过程性等特征.探究性学习主要立足于学生个性发展,着眼于培养创新型人才.探究性学习具有调动学生的积极性、培养学生的综合能力、唤起教师的创造性和提高教师的探究能力的教育功能.另一方面,著名教育家说:"一个差的老师奉献真理,一个好的老师教人发现真理".笔者认为,在教学中,教师善于引导学生探究一些难易适中且结论奇妙而有趣的问题,这是新课程理念下数学课堂教学的追求之一,也是探究性学习的一种做法.本文以探讨椭圆的伴随曲线的产生及其蕴含的有趣性质为例,以示抛砖引玉.     

“共享、交叉、实践”培养行业特色型高校数学专业创新人才的模式探索与实践

围绕行业特色型高校数学专业创新人才培养,西北工业大学应用数学系教学团队提出了为行业与新兴科技领域培养创新型数学人才的目标,确立了"共享、交叉、实践"的培养理念,构建并实践了"四类共享、三重交叉、四级实践"的创新人才培养模式,创建了"更新培养方案、强化专业认知教育、实行本科生导师负责制"的培养模式实施机制和"三分引进、三重培养"的师资队伍建设机制.人才培养改革成效显著.     

数学教学中的创新教育

江泽民总书记说“创新是一个民族的灵魂 ,是一个国家兴旺发达的不竭动力” ,教育部“教育振兴行动计划”也明确指出了构建国家创新体系与培养创新人材的重要性 .因此创新型人才的培养是所有教育活动的基本指向 ,是我们所有教育工作者的任务 .有鉴于此 ,我们有必要重新审视数学学科的教学目的 .把创新意识的培养作为数学教学的重要任务 ,并作为评价数学教学成败的重要指标 .在实践中我们应不断地研究 ,探索和完善数学创新意识培养的内涵、目标、途径和方法 .下面就此谈几点个人认识 .1　营造民主氛围　培养学生创新意识课堂上不讲民主 ,会扼…     

Guiding Teachers in the Use of a Standards‐Based Mathematics Curriculum: Teacher Perceptions and Subsequent Instructional Practices After an Intensive Professional Development Program

Reforms in mathematics education call for K‐12 teachers to employ standards‐based pedagogies, which embody the National Council for Teachers of Mathematics' principles and standards. In order to effectively support teachers' implementation of standards‐based curricula, professional development must be provided that meets teachers' needs. The professional development program in this study focused on the implementation of a standards‐based mathematics curriculum entitled Investigations in Number, Data, and Space (Investigations). This study uses Guskey's framework as a guide to examining teachers' perceptions of the impact of the professional development that they received; their perceptions of mathematics teaching and learning; and how elements of the professional development translated into practice. Twenty‐two participants were randomly selected from the 53 professional development participants to be interviewed and observed during their mathematics teaching. Using a constant comparison method, the data sources in this study highlighted themes surrounding teachers' experiences with professional development and the implementation of the curricula. The analysis of the data sources in this study highlighted themes surrounding teachers' experiences with professional development: teachers as learners, teachers as self‐evaluators, shifting paradigms, enactment of professional development content into practice, and the influence of the state standardized mathematics test. The results of this study have several implications for future professional development and also highlight some of the more general issues that teachers face when attempting to enact new knowledge and skills into their practice.     

Linking Preservice Teachers' Mathematics Self‐Efficacy and Mathematics Teaching Efficacy to Their Mathematical Performance

This study examined preservice teachers' mathematics self‐efficacy and mathematics teaching efficacy and compared them to their mathematical performance. Participants included 89 early childhood preservice teachers at a Midwestern university. Instruments included the Mathematics Self‐Efficacy Scale (MSES), Mathematics Teaching Efficacy Beliefs Instrument (MTEBI), and the Illinois Certification Testing System (ICTS) Basic Skills Test. The results indicate that preservice teachers' mathematics self‐efficacy is positively correlated to their personal mathematics teaching efficacy. In addition, their mathematical performance is related to their mathematics self‐efficacy and mathematics teaching efficacy. In regard to affecting student outcomes, only those preservice teachers who are very confident in their ability to teach believe they can have an effect on their students. Implications on teacher education programs are discussed.     

The Impact of Enacted Mathematics Curriculum Models on Prospective Elementary Teachers' Course Perceptions and Beliefs

This paper communicates the impact of prospective teachers' learning of mathematics using novel curriculum materials in an innovative classroom setting. Two sections of a mathematics content course for prospective elementary teachers used different text materials and instructional approaches. The primary mathematical authorities were the instructor and text in the textbook section and the prospective teachers in the curriculum materials section. After one semester, teachers in the curriculum materials section (n= 34) placed significantly more importance on classroom group work and discussions, less on instructor lecture and explanation, and less on textbooks having practice problems, examples, and explanations. They valued student exploration over practice. In the textbook section (n= 19), there was little change in the teachers' beliefs, in which practice was valued over exploration. These results highlight the positive impact of experiences with innovative curriculum materials on prospective elementary teachers' beliefs about mathematics instruction.     

Influence of a Mathematics Teachers' Circle on Elementary Teachers' Use of Problem Solving

Math teachers' circles are a form of professional development that is recommended by the Conference Board of the Mathematical Sciences in their publication Mathematical Education of Teachers II (2012). However, little research has been published on how effective math teachers' circles are in advancing the mathematical knowledge of teachers and influencing their actual teaching practice. This study reports how 25 elementary teachers from schools with minority and economically disadvantaged populations responded to a math circle experience. A pretest and posttest showed a significant increase in problem‐solving ability. Through analysis of journals, all but 4 of the 25 teachers indicated that participation in the math circle increased their understanding of problem solving and advanced their use of problem solving in the classroom.     

Promoting Preservice Elementary Teachers' Awareness of Learning and Teaching Mathematics Conceptually Through KTEM

In this article, we describe preservice elementary teachers' reactions to Liping Ma's (1999) book, Knowing and Teaching Elementary Mathematics (KTEM), from five universities. Ma's discussion of solely teaching elementary mathematics procedurally and its consequences awakens the preservice teachers' memories of learning elementary mathematics. Ma's analysis of and solution to the problem ignites strong emotions in the preservice elementary teachers and promotes a desire to teach elementary mathematics conceptually. Through the analysis of writing assignments, we summarize how reading and reflecting on KTEM gives preservice teachers an opportunity to examine their beliefs about teaching and learning elementary mathematics conceptually.     

Teachers in transition: Moving towards CAS-supported classrooms

In the near future many teachers may be required to incorporate CAS into their teaching practices. Based on classroom observations and interviews over two years, this paper reports how two teachers made the transition from using graphics calculators to CAS calculators while teaching differential calculus to upper secondary school students. Both teachers taught with CAS in ways that were consistent with their beliefs about learning and teaching. Over two years, the teachers' teaching approaches and purpose for use of technology were stable and seemed to be underpinned by their beliefs about learning. In contrast, both teachers made changes to the content they taught (and thus what they used technology for) in response to new institutional knowledge. Content choice seemed to be underpinned by the teachers' purpose for teaching. Other influences impacted on what the teachers taught and how they taught it: the teachers' content knowledge, their pedagogical content knowledge, and the lack of legitimacy of CAS as a tool for learning and during examinations in the trial school and wider educational community. The extent of differences noted between the responses of just two teachers indicates that there will be many responses to using CAS in classrooms, as teachers aim to achieve different learning goals and interpret their responsibilities to students in different ways.     

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.     

Reflection and Problem Solving: Integrating Methods of Teaching Mathematics and Science

An innovative teacher preparation course which integrates methods of teaching elementary mathematics and science was the context of this study. The course was developed as a prototype for the Teachers As Reflective Problem Solvers model for the preparation of elementary mathematics and science teachers. Data from 35 preservice elementary teachers' performance-portfolios were analyzed to reveal patterns of change in their reflections and problem-solving performance during the semester. Many of the students' reflections changed from task-focused learning to broader teaching applications. No relationship was discerned between changes in students' reflections and changes in their levels of problem-solving performance, although both increased during the semester. A significant correspondence was found, however, between students' perceptions of their problem-solving abilities and their actual performance in solving teaching problems in integrated mathematics and science contexts.