共查询到19条相似文献,搜索用时 87 毫秒
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微课应用到初中数学教学中是一种愿景,应当根据学生数学学习需求设计微课应用模式,结合学生学习情况思考微课应用效果,不断创新微课应用方式,确保学生在微课辅助下能够全面增强数学综合素质. 相似文献
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在《离散数学》课程中,集合论绝不像表面显现的那么简单,相反地,它可谓一根主线贯穿了整个《离散数学》课程,在该课程的数理逻辑、关系、图论、代数系统等部分均发挥着表达工具或内容支撑的作用.在本文中,我们就集合论在《离散数学》各部分内容中的作用进行了探索,希望所得结论能引起各位《离散数学》授课教师的重视. 相似文献
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微学习是当今时代的主流,微课促进教师专业发展已成共识.微课程的开发和应用有着广阔的前景和价值,应引起重视与关注.笔者结合指导教师制作微课的实践展开论述.
一、微课设计促进教师教研能力发展
微课制作离不开教学设计,它体现了教师的教学资源选择能力,包括教学目标选择、教学内容选择、教学方法手段选择等.内容选择要符合微课特点,针对学科的一个知识点(重点、难点、疑点、考点、易错点)而展开,对一名初次学习制作微课的教师而言不能不说是巨大挑战.笔者以高三复习微课“函数y=Asin(ωx+φ)中的ω问题”的三次教学设计予以阐述. 相似文献
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图论是离散数学的一个重要分支,也是数学专业的一门选修课程.本文介绍了作者从事图论教学的一些有益尝试,探讨了在该课程的教学中如何激发学生的学习兴趣和积极性及培养学生解决实际问题的意识和建模能力,从而为学生今后走上工作岗位和继续深造打下坚实的基础. 相似文献
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微课作为一种辅助教学方式,以其短小精悍且利用率高等特点演绎出一种新的课堂模式.微课一般以简短视频为主要载体,围绕学习过程中某个知识点,呈现出一定的逻辑组织关系,建构了一个半结构化、主题式的资源单元应用“小环境”.微课能激发学生的兴趣,打破课堂教学的时空局限,帮助理解知识的抽象生涩,实现课堂教学的课外延伸.微课的出现,提升着课堂的授课质量,推动着教学目标的实现. 相似文献
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针对离散数学抽象性高、逻辑性强、理论性深、跳跃性强等内容特点,以及授课中为赶进度“满堂灌”,学生完全被动学习等现象,采取BOPPPS模式进行课堂教学.将教学过程分为6个阶段,根据学生参与反馈的情况进行内容的调整与优化,最后通过学生评教说明该教学模式的教学效果. 相似文献
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Yixun Shi 《International Journal of Mathematical Education in Science & Technology》2013,44(3):427-434
Based on a sequence of points and a particular linear transformation generalized from this sequence, two recent papers (E. Mauch and Y. Shi, Using a sequence of number pairs as an example in teaching mathematics. Math. Comput. Educ., 39 (2005), pp. 198–205; Y. Shi, Case study projects for college mathematics courses based on a particular function of two variables. Int. J. Math. Educ. Sci. Techn., 38 (2007), pp. 555–566) have presented some interesting examples which can be used in teaching high school and college mathematics classes. In this article, we further discuss a few interesting ways to apply this sequence of points in teaching college mathematics courses such as linear algebra, numerical methods in computing, and discrete mathematics. In addition to using them in individual courses, these studies may also be combined together to offer seminars or workshops to college mathematics students. Studies like these are likely to promote student interests and get students more involved in the learning process, and therefore make the learning process more effective. 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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Azimehsadat Khakbaz 《International Journal of Mathematical Education in Science & Technology》2016,47(2):185-196
Teaching mathematics in university levels is one of the most important fields of research in the area of mathematics education. Nevertheless, there is little information about teaching knowledge of mathematics university teachers. Pedagogical content knowledge (PCK) provides a suitable framework to study knowledge of teachers. The purpose of this paper is to make explicit the perception of mathematics university teachers about PCK. For this purpose, a phenomenological study was done. Data resources included semi-structured interviews with 10 mathematics university teachers who were in different places of the mathematics university teaching experience spectrum. Data analysis indicated a model consisting of four cognitive themes which are mathematics syntactic knowledge, knowledge about mathematics curriculum planning, knowledge about students' mathematics learning and knowledge about creating an influential mathematics teaching–learning environment. Besides, it was found out that three contextual themes influenced on PCK for teaching mathematics in university levels which were the nature of mathematics subjects, university teachers' features and terms of learning environment. 相似文献
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针对分配格判定时容易出错这一教学难题,提出可以利用学生专业特点从而结合计算机这一工具来帮助解决,并通过一个典型例子来具体说明,该例子同时也指出了教材习题解答书中的一处错误.认为本文提出的这一教学思想对于离散数学的教学有一定的启示. 相似文献
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Christopher J. Smith Aklilu Zeleke 《International Journal of Mathematical Education in Science & Technology》2013,44(8):1067-1077
The use of computer algebra systems such as Maple and Mathematica is becoming increasingly important and widespread in mathematics learning, teaching and research. In this article, we present computerized proof techniques of Gosper, Wilf–Zeilberger and Zeilberger that can be used for enhancing the teaching and learning of topics in discrete mathematics. We demonstrate by examples how one can use these computerized proof techniques to raise students' interests in the discovery and proof of mathematical identities and enhance their problem-solving skills. 相似文献