高等数学习题教学中的人文精神

阐述了高等数学习题教学的作用,揭示了大学数学习题教学中的人文精神,并给出了习题教学中培养学生人文精神的一些做法.     

大学数学创新教育实施过程的探讨

从创新教育的理念出发,结合大学数学教育的现状,探讨了大学数学创新教育实施过程中的实现手段,分析了数学创新教育中的层次化、学生思想培养、习惯、文化等核心问题.     

数学建模与学生自主实践能力培养的探索与实践

培养创新人才是新时期大学数学教育的重要目标,在大学数学教学中融入数学建模的思想和方法是培养学生科研能力的有效途径.结合多年指导学生数学建模竞赛和学生科研活动的经验与体会,深入分析数学建模在学生自主实践能力培养中的重要作用,将数学建模实践活动纳入学生课外科技创新活动,为更广泛地开展学生数学建模科技创新活动提供了新的思路.     

数学教学中人文精神的渗透研究

<正>1引言数学作为一种培养学生理性思维与智慧的重要课程,作为高考的重要科目,在高考压力下,教师淡化了人文精神的渗透,忽视了学生追求人文精神的需求,导致学生人文能力与创造能力缺乏.人文素养是教育精神力量的最终体现,实际教学过程中忽视人文素养培养,会导致学生人文素养、创造能力降低.新课程标准下需要将人文精神渗透于高中数学教学过程之中,更好地培养学生的数学素养及人文素养.教师在高中数学教学过程中不仅要以传授数学理论知识为主,     

把握数学建模过程中的数学直观

本文论述了数学直观及其在数学建模过程中的重要意义 ,分析了以往数学建模竞赛的几个实例 ,说明了数学直观在数学建模过程中是如何创造并发挥作用的 .探讨了数学直观的本质以及对学生数学直观的培养方法     

思维定势在大学数学课堂创新教育中的迁移作用

从当今教育教学改革研究和创新人才培养的要求出发,结合大学数学课堂教学实践,阐述了思维定势在创新教育过程中的重要性,论述了思维定势在大学数学课堂教学中的正、负迁移作用,最后指出了消除思维定势的负迁移作用、培养学生的创新能力的方法.     

从数学发生发展的视角解读教材及其教学实践

以矩阵概念的发生发展为例,说明了从数学发生发展的视角解读教材的方法和作用.从解读教材中可以获得教育教学上的见解,用之于课堂教学,可以发展教师的教学能力,促进大学数学教育的发展.     

高等农业院校多角度渗透数学文化教育的探讨与实践

结合我校多年来从事大学数学教学内容与课程体系改革的实际,分析了当前农林院校大学数学教学改革的经验和解决的问题,并从不同角度总结并分析了大学数学教育中渗透数学文化对数学教育的促进作用.     

浅谈高中数学有效课堂交流策略

数学交流教学的意义,不仅在于它是一个知识获得的过程,能力的培养过程,更在于它是学生数学素养和人文精神的形成过程.教师和学生只有真正认识这一点,才能将数学交流在课堂教学中持之以恒地进行.要改变学生原有的学习观,教师首先必须更新教育教学观,必须认识到数学交流对培养学生素质和能力的重要性.以下笔者结合自身教学体会对高中数学有效课堂交流进行分析.     

立足教育创新瞩目大学数学教育

在回顾我国非数学专业数学教育、教学改革的基础上,对当今的大学数学教育进行了分析和展望.对大学数学教育的地位及作用进行了探讨.认为大学数学教育,要体现教育创新思想,要在改革中求生存,以成绩促发展.     

中美大学数学教育研究之比较

论证了大学数学教育是高等教育的核心,数学教育本质上是一种素质教育,数学的应用遍及自然科学和社会科学.数学是大学理工科各专业知识的基础;探讨了大学数学教育研究的重要性,对中美大学数学教育的研究进行了对比,指出我们在研究大学数学教育方面的不足之处,提出了我们在大学数学教育研究方面的任务和目标.     

高师数学教育的时代要求

21世纪,基础教育的新课程实施与高等教育的大众化是我国教育事业发展的两大主流,教育质量始终是我们事业发展的生命线.本文从基础教育改革和人们对数学素质的需求出发,论述了社会对高师数学教育的基本要求,并探讨了高师数学教育要加强学生的数学教育观念的教育.     

Mathematics university teachers' perception of pedagogical content knowledge (PCK)

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.     

数学实验课程建设的若干思考

论述了数学实验课程在大学数学教育中的地位,阐述了它的教学指导思想,并分析了它与相关课程的关系及自身的某些特点.     

关于提高大学生数学素质的若干思考

针对大学数学教育存在的问题,结合多年的教学经验,笔者认为应该加强数学素质教育,提高学生数学素质.教学手段、教学方法乃至于教学内容的改革,都应围绕这个主题来展开.     

E-learning in secondary–tertiary transition in mathematics: for what purpose?

Mathematics is a challenging subject for many science freshmen, and failing mathematics exams is a major factor in university dropout rates. Many factors, including metacognitive, affective and linguistic ones, play a role in students?? difficulties in mathematics. Starting from this perspective, we conducted a theoretical exploration of the potential of online environments in helping students counteract the mathematical difficulties they face in the transition from secondary school to university. Although this secondary?Ctertiary transition and the use of technology are both widely researched issues in mathematics education, the potential of technology in helping students in the ??rite of passage?? to tertiary education has not yet been researched. This paper reports on the developed theoretical framework and on the preliminary findings from the implementation of an e-learning course that we designed with the aim of supporting students in the critical phase of transition from secondary school to university.     

Applying an alternative mathematics pedagogy for students with weak mathematics: meta-analysis of alternative pedagogies

Student mathematics performance and the need for work-ready graduates to be mathematics-competent is a core issue for many universities. While both student and teacher are responsible for learning outcomes, there is a need to explicitly acknowledge the weak mathematics foundation of many university students. A systematic literature review was undertaken of identified innovations and/or interventions that may lead to improvement in student outcomes for university mathematics-based units of study. The review revealed the importance of understanding the foundations of student performance in higher education mathematics learning, especially in first year. Pre-university mathematics skills were identified as significant in student retention and mathematics success at university, and a specific focus on student pre-university mathematics skill level was found to be more effective in providing help, rather than simply focusing on a particular at-risk group. Diagnostics tools were found to be important in identifying (1) student background and (2) appropriate intervention. The studies highlighted the importance of appropriate and validated interventions in mathematics teaching and learning, and the need to improve the learning model for mathematics-based subjects, communication and technology innovations.     

数学新课程改革中的创新教育探讨

从数学新课程实验存在的问题出发,以探索数学创新教育为主要目的,重点分析存在的问题以及数学新课程改革中数学创新教育的内涵,并进一步阐明数学新课程实验中创新教育的特征.     

A multidimensional approach to training mathematics students at a university: improving the efficiency through the unity of social,psychological and pedagogical aspects

The article deals with social, psychological and pedagogical aspects of teaching mathematics students at universities. The sociological portrait and the factors influencing a career choice of a mathematician have been investigated through the survey results of 198 first-year students of applied mathematics major at 27 state universities (Russia). Then, psychological characteristics of mathematics students have been examined based on scientific publications. The obtained results have allowed us to reveal pedagogical conditions and specific ways of training mathematics students in the process of their education at university. The article also contains the analysis of approaches to the development of mathematics education both in Russia and in other countries. The results may be useful for teaching students whose training requires in-depth knowledge of mathematics.