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对研究生《概率论与数理统计》教学的探讨 总被引:1,自引:0,他引:1
《概率论与数理统计》作为研究随机现象的经典数学学科,对于培养和发展军事人才的数学素质具有特殊重要的作用.军队和地方高校普遍开设《概率论与数理统计》课程,许多院校也把它作为研究生的重要基础课.但该课程教学难度较大,主要原因是理论知识的抽象性和思维方法的独特性常造成学员理解和接受上的困难,复杂的计算公式不便于记忆和运用,加之长期以来一直采用的以讲授为主的单一教学方法,制约着教学效果和教学质量的提高.因此,在教学实践中,应以现代教育理论为指导,从课程目标、教学内容、教学方法、考核评价等方面进行系统改革,提高课程教… 相似文献
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根据创新教育的要求和新的课程改革的需要,针对高等学校应用数学类课程的特点和课堂教学现状,探讨建立应用数学类课程“思政教育”的教学模式.以《离散数学》和《概率论与数理统计》课程教学为例,探讨如何根据应用数学类课程的知识特点,在教学设计中合理融入思政教育,使学生在掌握知识的同时,形成科学精神、探索创新精神,培养其乐观向上、自强不息的人生态度,提高数学素养与文化素养. 相似文献
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师专数学系《概率论与数理统计》课程教学的改革实践 总被引:3,自引:0,他引:3
师专数学系《概率论与数理统计》课程教学的改革实践*朱松涛执笔(山东省济宁师专数学系272125)*本文是国家教委下达,世界银行贷款“师范教育发展”改革项目JG148课题报告之一1引言概率论与数理统计是研究随机现象数量规律的一门数学分支,它是师专数学系... 相似文献
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立足于打破传统的教学模式,融入数学实验思想和方法,淡化严密形式,关注应用思维的数学教学指导思想.借助MATLAB设计实验,直观形象地展示《概率论与数理统计》中的泊松定理,棣莫弗—拉普拉斯中心极限定理等,从观念上、方法上解决了数学抽象性与人才培养特征之间的矛盾. 相似文献
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本文通过分析教学案例并总结课程教学交流体会,探讨在大学《概率论与数理统计》课程教学中如何引导学生理解概念、掌握方法并灵活应用以解决相关实际问题;培养学生善学睿思,增强其自主创新实践能力。 相似文献
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We study birth and death processes with linear rates λn = n + α + c + 1, μn + 1 = n + c, n 0 and μ0 is either zero or c. The spectral measures of both processes are found using generating functions and the integral transforms of Laplace and Stieltjes. The corresponding orthogonal polynomials generalize Laguerre polynomials and the choice μ0 = c generates the associated Laguerre polynomials of Askey and Wimp. We investigate the orthogonal polynomials in both cases and give alternate proofs of some of the results of Askey and Wimp on the associated Laguerre polynomials. We also identify the spectra of the associated Charlier and Meixner polynomials as zeros of certain transcendental equations. 相似文献
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We study rings in which every ideal is a finitely generated multiplication right ideal. 相似文献
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V. V. Makeev 《Journal of Mathematical Sciences》1998,91(6):3518-3525
Five theorems on polygons and polytopes inscribed in (or circumscribed about) a convex compact set in the plane or space are
proved by topological methods. In particular, it is proved that for every interior point O of a convex compact set in ℝ3, there exists a two-dimensional section through O circumscribed about an affine image of a regular octagon. It is also proved
that every compact convex set in ℝ3 (except the cases listed below) is circumscribed about an affine image of a cube-octahedron (the convex hull of the midpoints
of the edges of a cube). Possible exceptions are provided by the bodies containing a parallelogram P and contained in a cylinder
with directrix P. Bibliography: 29 titles.
Translated fromZapiski Nauchnykh Seminarov POMI, Vol. 231, 1995, pp. 286–298.
Translated by B. M. Bekker. 相似文献
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Neil Hindman 《Journal of Combinatorial Theory, Series A》1984,37(1):46-60
A seven cell partition of N is constructed with the property that no infinite set has all of its pairwise sums and products in any one cell. A related Ramsey Theory question is shown to have different answers for two and three cell partitions. 相似文献
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The Ritz and harmonic Ritz values are approximate eigenvalues, which can be computed cheaply within the FOM and GMRES Krylov subspace iterative methods for solving non‐symmetric linear systems. They are also the zeros of the residual polynomials of FOM and GMRES, respectively. In this paper we show that the Walker–Zhou interpretation of GMRES enables us to formulate the relation between the harmonic Ritz values and GMRES in the same way as the relation between the Ritz values and FOM. We present an upper bound for the norm of the difference between the matrices from which the Ritz and harmonic Ritz values are computed. The differences between the Ritz and harmonic Ritz values enable us to describe the breakdown of FOM and stagnation of GMRES. Copyright © 1999 John Wiley & Sons, Ltd. 相似文献
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The importance of beliefs for the teaching and learning of mathematics is widely recognized among mathematics educators. In this special issue, we explicitly address what we call “beliefs and beyond” to indicate the larger field surrounding beliefs in mathematics education. This is done to broaden the discussion to related concepts (which may not originate in mathematics education) and to consider the interconnectedness of concepts. In particular, we present some new developments at the conceptual level, address different approaches to investigate beliefs, highlight the role of student beliefs in problem-solving activities, and discuss teacher beliefs and their significance for professional development. One specific intention is to consider expertise from colleagues in the fields of educational research and psychology, side by side with perspectives provided by researchers from mathematics education. 相似文献