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1.
王莉  孙菊贺  杨峥 《大学数学》2023,(3):119-124
面对新冠疫情的突然袭击,运用现代信息化手段,创造性地开展教学改革.对信息与计算科学专业数学分析课程进行“以学生为中心、以知识为吸引”的雨课堂线上教学设计,包括:“以知识为吸引”的课前预习环节,“以学生为中心”的线上教学直播环节,“学生必做和自选”的课后复习环节,运用雨课堂回放功能进行习题讲解的补充环节,实现对知识熟练掌握和运用的教学目标.实现了疫情期间“停课不停学,保障教学质量”的目的.  相似文献   

2.
2020年春天一场突发的新冠疫情让全国大中小学的教师面临全新的在线教学,在“停课不停教、停课不停学”、确保人才培养“不断线、不降质”的思想指导下,根据高等数学在线教学的全过程,归纳总结了课前、课中、课后各个实施环节设计与实践过程,并给出了在线教学的若干教学案例.  相似文献   

3.
“线上教学”,顾名思义,就是采用线上的方式讲授教学内容,学生在线上和教师沟通疑虑,教师解惑答疑.对九年级学生来说,线上教学很新鲜,但也无奈.据部分班级任课教师统计的反馈结果,80%以上的学生认为学得不满意,或觉得没有在教室面对面听教师讲课效果好.  相似文献   

4.
笔者探索如何通过将信息技术与教育理念相结合,实施丰富的混合式教学策略,达到信息技术与课程教学的深度融合,从而助力数学资优生的问题意识培养.笔者通过灵活运用Blackboard线上教学平台的功能,对线下课堂教学进行拓展,综合考虑线上、线下教学优势和资优生特点进行教学设计,并从自主学习巩固“双基”、创设情境激发兴趣、朋辈讨论引发深思、独立开放激励创新四个方面,以教学理论与实际案例相结合的方式展开论述.  相似文献   

5.
以概率论与数理统计课程为例,结合课程特点与内涵,从“以用领教”和“以问串教”两个角度进行双驱动,设计了激发学生主动性的“串烧式”线上教学模式.通过线上混合式教学模式开展、背景案例引入、历史典故与关联回溯介绍、课内外精算与动手实践结合、概念辨析与复访、性质分析与定理证明、例题解析等环节的层次化融合,力图为线上教学模式给理论课程教学带来的挑战提供思路方案支撑,进一步激发学生的自主性,提升知识的理解掌握深度.  相似文献   

6.
在新冠肺炎疫情影响下,教育部提出了“停课不停学”的教学指导方针.如何在疫情防控期间,提升线上教学的效度是各年级各科教师密切关注的问题.本文基于这一现实背景,在结合个人多年初中数学教学经验的基础上,对疫情背景下初中数学开展“线上教学”的必要性、原则及策略展开了详细探讨.  相似文献   

7.
徐亚飞 《中学数学》2021,(1):20-22,30
数学单元教学设计是在整体思维的指导下,从培养学生的综合素质出发,根据学生的认知发展特点、数学学习需要等因素对课程知识进行重新整合的教学设计.教师在教学实施过程中,需要讲解的不是单一的知识点,而是一个单元的知识理论内容.要求教师在对教材单元整体分析的基础上,把握单元中数学知识的各个元素,并确定其中的核心要素,再借助所具备的教学能力,经由学生心理上发生知识的环节,将知识自然地传授给学生.本文以“分式”一章为例,进行“单元结构教学设计”,以更好地发挥数学知识的教育教学价值。  相似文献   

8.
教学是一个有预设、有生成的过程。华东师范大学教授叶澜曾说过:“对教师而言,如果将其教学工作任务进行高度的概括,我们就会抽取出两个最核心的要素--‘教什么’和‘怎么教’,即教学预设和课堂生成。”在新课程改革中,更需要把握“生成”与“预设”之间的平衡,在平衡中寻求教学效果的最优化。如何在课堂教学中实现“预设”和“生成”的动态平衡(这里说的“平衡”不是0。5,是0。618,是“生成”与“预设”之间的黄金分割点)?关键是要从课堂的五个主要环节入手,即从新课引入、问题设计、解题过程、反思小结和巩固训练等环节入手,从学生的最近发展区出发,关注学生的认知差异,关注学生的发展,让“生成”为每个学生创造主动投身教学活动的机会,用教师已有的实践智慧对课程资源灵活机智地加以激活、捕捉和运用,促使课堂向多角度、全方位、高效率的目标发展。  相似文献   

9.
<正>随着《普通高中数学课程标准(2017年版)》的颁布与实施,在复习备考数学课堂上更加突出实现教师的教育价值,实现以学生为主体的“人”的教育,是高考复习备考过程中不得不引起思考且高度重视的一个课题.而对于学生的学习,有三个关键要素,即学科本身、数学内容、教师角色.深度教学就是有机“串联”起这三个关键要素的纽带,必须从学科本身的深化、数学内容的理解以及教师角度的转化等层面来合理优化,从而使得教学知识与内容真正达到“教活、教透、教深”,  相似文献   

10.
《大学数学》2015,(5):43-46
当前,国内外在线开放课程资源日渐丰富,各类优质资源为组织"翻转课堂"等混合式教学模式改革提供了可能和便利.文章着眼于如何利用现有资源,通过新形态教材的出版和数字课程的出版与定制应用,服务教师进行线上、线下相结合的教学实践,帮助学生自主学习、提高学习兴趣的同时,实现教师自身教学能力的提升,从而提高大学数学课程质量.  相似文献   

11.
This paper considers an integer programming (IP) based optimization algorithm to solve the Spare Channel Assignment Problem (SCAP) for the new synchronous transmission networks that use a Digital Cross-Connect System (DCS) for each node of the network. Given predetermined working channels on each link of the network, the problem is to determine the spare capacity that should be added on each link to ensure rerouting of the traffic in case of a link failure. We propose an IP model which determines not only the spare capacity on each link but also the number of each link facility needed to be installed on each link to meet the aggregated requirements of working and spare channels. The objective is to minimize the total installation cost. We propose a branch-and-cut algorithm to solve the SCAR To solve the linear programming (LP) relaxation of the problem, an efficient constraint generation routine was devised. Moreover, some strong valid inequalities were found and used to strengthen the formulation. Computational results show that the algorithm can solve real world problems to optimality within a reasonable time.  相似文献   

12.
We study the residual properties of finitely generated linear groups. Using the methods under consideration, we prove the residual 2-finiteness of the groups of the Whitehead link, the Borromean links (answering a question of Cochran), and some other links. We show also that each link is a sublink of some link whose group is residually 2-finite.  相似文献   

13.
解烈军  张艺 《大学数学》2006,22(2):144-146
介绍了几何定理机器证明中的“例证法”思想,并挖掘了高等数学中几个“例证法”实例,目的在于建议教师在教学过程中要善于发现并向学生输送新的思想方法,以提高教学质量.  相似文献   

14.
Recently, Wilmer III and Costa introduced a method into the mathematics education research literature which they employed to construct solutions to certain classes of ordinary differential equations. In this article, we build on their ideas in the following ways. We establish a link between their approach and the method of successive approximations. We show how applying the method of approximations naturally leads to the constructed approximation of Wilmer III and Costa. The new link is important because it enables us to respond to several challenges posed by Wilmer III and Costa. This includes addressing issues raised therein with convergence of their recursively constructed sequence of functions, and responding to their call regarding more mathematical rigour when relaxing the polynomial condition on the coefficients in the differential equation. Furthermore, the new link is pedagogically significant because it also opens up new pedagogical points of view. For example, the results in this paper provide potentially alternate, but overlapping, perspectives that are suitable for, and jointly inform, the learning and teaching of solution methods to differential equations. The value of this is supported by the presumption of Tisdell that teaching multiple ways to solve the same problem has academic and social value.  相似文献   

15.
We introduce and solve several problems on -cyclic codes.We study the link between -linear cyclic codes and -cyclic codes (not necessarily linear) obtained by using two binary linear cyclic codes. We use these results to present a family of -self-dual linear cyclic codes.  相似文献   

16.
Faculty members at Purdue University in the departments of Earth and Atmospheric Sciences, Biological Sciences, and Chemistry conducted a reform effort for the undergraduate curriculum utilizing action‐based research teams. These action‐based research teams developed, implemented, and assessed constructivist approaches to teaching undergraduate science content in each department. This effort utilized a partnership of scientists, science educators, master teachers, graduate students, and undergraduate students. Results indicated that the project partners were able to (a) implement more inquiry‐based teaching that emphasized conceptual understanding, (b) provide opportunities for cooperative learning experiences, (c) use models as an ongoing theme, (d) link concepts and models to real‐world situations, e.g., field trips, (e) provide a more diverse range of assessment strategies, and (f) have students present their understandings in a variety of different forms. Further, we found that we were able to (a) involve graduate and undergraduate students, classroom teachers, scientists, and science educators together to work on the reform in a collaborative manner, (b) bring multiple perspectives for teaching and for science to support instruction and, (c) provide scientists and graduate science students (who will become university professors) with more effective teaching models. We also found that the collaborative action‐based research process was effective for contributing to the reform of undergraduate teaching.  相似文献   

17.
Science teacher educators use examples of practice to support teacher candidates (TCs) learning to engage in new forms of science teaching. However, interpretation of these examples assumes a level of expertise about practice TCs lack. This article describes a study designed to determine some of the differences between expert teachers' and TCs' professional pedagogical vision for science teaching. Specifically, the study examines what each group attends to (highlights) in examples of science teaching and how they interpret the events they attend to (codes). Both groups were asked to analyze video of classroom science teaching. Differences were found between TCs and expert teachers in terms of both highlighting and coding of science teaching practice. Four key areas of difference are described in detail: actor focus, questions, grain size, and enactment. The implications for science teacher education are discussed, in particular a set of tools and teacher education practices to support acculturating TCs into more a sophisticated professional pedagogical vision for science teaching. This article features a Research to Practice Companion Article . Please click on the supporting information link below to access.  相似文献   

18.
In this paper, we develop a multi-objective approach for proactive routing in a Mobile Ad Hoc Network (MANET). We consider three routing objectives: minimizing average end-to-end delay, maximizing network energy lifetime, and maximizing packet delivery ratio. Accordingly, we develop three routing metrics: mean queuing delay on each node, energy cost on each node, and link stability on each link. For the proposed multi-objective approach, we develop efficient prediction methods: (a) predicting queuing delay and energy consumption using double exponential smoothing, and (b) predicting residual link lifetime using a heuristic of the distributions of the link lifetimes in MANET. Extensive simulation (by using ns2) is performed for the comparison of this multi-objective OLSR with existing OLSRs. The results show that the multi-objective OLSR is effective in finding optimal routing by tradeoffs among proposed objectives.  相似文献   

19.
数学实验课程的教学与数学素质的培养   总被引:15,自引:0,他引:15  
分析了现行工科数学教学中存在的主要问题 ,认为数学实验课程的教学是培养数学素质不可缺少的环节 ,并就如何更好地发挥数学实验课程教学的作用提出了一些具体的建议 .  相似文献   

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