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本阐述了教学必须围绕课堂教学进行综合改革,并以“微分中值定理”为典型课例进行了综合的数学设计,用教学设计理论和实践佐证了课堂教学设计在培养生创新能力上,在提高教学质量上的重要性。 相似文献
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众所周知,数学课堂教学的设计要具有鲜明的目标性,灵活的策略性,高超的艺术性,优化的选择性要针对不同的教学内容,不同学生的认知水平,不同的教学环境,优化选择和综合运用不同的教学模式可见,课堂教学设计是课堂教学成功与否的关键所在. 相似文献
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实现数学素质教育目标重在教学设计——对设计原则和微观过程设计的再讨论 总被引:1,自引:0,他引:1
张奠宙先生曾多次阐明了这样一种观点 :“教师的任务是把知识的学术形态转化为教育形态 .”本人认为 ,这是对教师作用的本质概括 .尽人皆知 ,“备好课”是提高课堂教学效益 ,实现素质教育目标的关键 .而将“知识的学术形态化作教育形态” ,需要作教学设计 .本文拟就数学课堂教学设计的原则和微观过程设计 ,在许多同行研究的基础上进行再讨论 ,与同行探讨 .1 数学课堂教学设计的原则所谓“教学设计” ,就是用一定的教育思想作指导 ,规划自己的教学行为而形成的教学设想 .对于同一个数学内容的教学 ,可以作出不同的设计 .这种不同的设计取决… 相似文献
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为了使学生真正经历探究的过程,使交流活动真正有利于学生的数学理解,广大教师逐渐认识到“问题引领学习”的教学原则,通过提出问题,引导学生在探究问题的过程中,获取新知,培养能力。当前,教师逐步改变了以往课堂中比较随意地提问的现象,教学设计时重视对问题的设计,在所设问题的引导下,课堂教学组织有序、层次分明,一定程度上提高了课堂教学效益。 相似文献
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在新课改的理念下,如何提高学生的学习迁移能力,怎样进行高中数学的教学设计才能更好地将知识传授给学生,才能对学生的发展有所帮助,什么样的教学设计才可以称得上好的教学设计呢?这些问题是数学课堂教学中普遍关注的.基于对迁移理论的分析及自己实际教学设计的实践总结,笔者形成了如下的教学设计策略. 相似文献
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数学课堂教学是学生获取数学知识、数学基本技能的主渠道 .因此 ,要想取得好的教学效果 ,就必须对数学课堂教学进行精心的设计 .本文从教学目标、教学语言、课堂提问、板书设计等几方面谈谈对数学课堂教学设计的一些做法和体会 .1 明确具体的教学目标是课堂教学设计的前提《教学大纲》、《考试说明》指出了中学数学教学的总目标是 :使学生学好从事社会主义现代化建设和进一步学习现代科学技术所必须的数学基础知识与基本技能 ,培养学生的运算能力、逻辑思维能力和空间想象能力 ,并逐步形成运用数学知识来分析和解决问题的能力 .然而 ,各章… 相似文献
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新诛改后.问题引导探究,变式展开教学已成为课堂教学的主要形式,改变了传统教学中教师的满堂灌模式,激活了师生的双边活动,学生的主体地位被凸现出来.但笔者从近年来参加的省、市、县优质课上发现,课堂教学中仍存在不少“徒劳的设问”,因为问题设计欠佳,导致课堂教学效率低下的现象比比皆是. 相似文献
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高中数学课堂教学相关问题的设计是高中数学教师课前必须做好的一项教学准备工作,这是关系到课堂教学能否出彩的关键.如何设计高中数学课堂教学相关问题,非常值得数学教师认真思考和探讨.本文中结合教学中的点滴实例从四个方面阐述课堂教学相关问题的设计,并给出了设计问题时的五点注意事项. 相似文献
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通过针对一元和二元均匀分布、正态分布实施重点教学,就概率统计的概念和知识点,讨论它们之间的联系及对比,再把分散的内容进行归纳。教学过程注重讲解均匀、正态反映的随机性的区别及各自的应用背景,使学生对这些抽象的概念有一个较生动化的认识. 相似文献
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Dae S. Hong Kyong Mi Choi 《International Journal of Mathematical Education in Science & Technology》2013,44(6):856-882
In this study, we examined five limit lessons using Mathematical Tasks Framework to understand students’ opportunities to learn cognitively challenging tasks and maintain cognitive demand during limit lessons. Our analysis of Dr A’s five lessons shows that students rarely had opportunities to maintain or increase cognitive demand. There are two main factors that shaped her instructional practices, students and time. These two factors greatly influenced how she selects and implements limit tasks in her classes. To serve her students’ needs of knowing more rules, formulas and procedures, she selected and discussed those simple tasks a lot. Although Dr A thinks challenging tasks and asking demanding questions can be potentially good instructional practices, she thinks these instructional practices would not serve her students well. With these factors, we made possible recommendations to have more student-centred teaching. 相似文献
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Susan Magidson 《The Journal of Mathematical Behavior》2005,24(2):135-169
Within mathematics education, classroom teachers, educational researchers, and instructional designers share the common goals of understanding and improving the teaching and learning of mathematics. Teachers work to help students learn; researchers study how people learn and teach mathematics; and designers develop instructional materials to support teachers and students. Each community (of teachers, of researchers, and of designers) develops its own perspectives, methods, and expertise. Too seldom, however, do practitioners have the opportunity to share their knowledge across communities. This first-person, retrospective case study speaks to the challenges and rewards of building bridges among these three communities by charting the evolution of an instructional activity (using graphing software to explore slope) through four cycles of teaching, research, and design. Initially separate, the three perspectives of teacher, researcher, and designer begin to interact as the worksite moves from the university laboratory to the author's classroom and then to other teachers’ classrooms. Many of these interactions are fruitful, resulting in new insights and strategies that strengthen the final product and inform the practitioner. At the same time, some tensions arise, particularly between teaching and research, highlighting fundamental differences between these fields. Lessons from this case study suggest implications for collaborations among teachers, researchers, and designers. 相似文献
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陈育庭 《数学的实践与认识》2008,38(21)
认知学习是一种高度复杂的非线性现象.试图依据生成学习理论和经验学习的思想,建构含有记忆效应的生成学习系统动力学模型,探讨认知学习过程的复杂现象和变化特征,揭示学习系统波动的内生机制和学生认知的混沌规律,并在此基础上提出基于学习混沌的教学系统设计模式,期望能促进学生认知结构的发展. 相似文献
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Cynthia M. D'Angelo Christopher J. Harris Patrik Lundh Ann House Tiffany Leones Carlin Llorente 《School science and mathematics》2017,117(6):269-281
Afterschool programs have garnered much attention as promising environments for learning where children can engage in rich science activities. Yet, little is known about the kinds of instructional materials used in typical, large‐scale afterschool programs that implement science with diverse populations of children. In this study, we investigated the types, features, and use of science instructional materials at more than 150 public afterschool program sites across California. Using afterschool site survey data, we categorized the types and the range of materials used at the sites. We then collected a subsample of the instructional materials for in‐depth analysis of their support features for enabling staff and children to enact science. We also interviewed afterschool site staff to better understand how they selected and used materials. Results from our analysis of survey and interview data show that afterschool staff primarily used stand‐alone lessons and activities found on the Internet or in activity books as resources for planning and enacting science. Our analysis of the subsample of instructional materials indicate that curricular materials, while used less frequently by afterschool staff, have on average more of the support features that would help them implement high‐quality science experiences with children. 相似文献
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"动态生成"教学观的建立旨在摆脱课堂教学中以教师为中心、强调知识传授的传统教学模式的缺陷,从根本上正确理解课堂教学的复杂性和动态性,构建充满生命活力的大学数学课堂教学生态环境.在用动态生成的视角审视当前大学数学课堂教学中存在的问题的基础上,文章对在课堂教学中如何有效地进行动态生成提出了一些具体的策略:更新教学观念,精心预设弹性化的数学课堂教学方案;根据学生课堂反馈情况及时调整预设,并及时捕捉可利用的动态资源,为学生的生成创造可能的机会;加强教学研究,不断提高课堂教学智慧. 相似文献
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陈育庭 《数学的实践与认识》2014,(20)
认识非线性随机时滞现象的内在机理、运演性态和掌握其内在规律己成为当今非线性随机动力学理论分析与数值分析的重要主题.基于教学论、自组织理论和非线性随机时滞动力学等理论及其有关研究成果,构建教学系统的非线性随机时滞Logistic模型,寻求教学系统的演化规律,并在此基础上研究教学系统的最优习得策略和提出相应教学建议,期望能促进教学系统有序发展;同时,也期望能促使教学论与非线性随机动力学等理论"联姻",拓展与丰富教学论的研究领域,为教学论研究提供一个新的学科视角的支持与论证. 相似文献
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