珠心算教学与训练方法研究

在常规的教学实践中,偏理论的课程比较重视讲授式教学方法,偏技能的课程比较重视训练与实践式教学方法。珠心算课程兼有理论课和技能课的特点,这就要求在珠心算教学过程中既要重视讲授式教学方法,又要重视训练与实践式教学方法,因此教学与训练方法是珠心算教学的重中之重。     

单元教学:助推素养为本的课堂构建——“不等式”单元导入课的教学实践与思考

单元教学具有系统性、整体性、关联性等特征,从而兼顾了数学课程内容之间宏观与微观、整体与局部、知识与能力之间的关系.单元教学通过数学问题和任务来驱动教学,体现了情境性、互动性和建构性的特点,从而提升学生的关键能力和核心素养.本文结合"不等式"单元导入课的教学实践,介绍笔者对单元教学的认识和思考.     

概率统计课程的递进式多层次实践教学模式分析

提供了概率统计课程的一种递进式多层次实践教学机制设计方法,核心是在课堂教学过程中贯穿理论讲授与实践训练相融合的思想,提升学生的理解深度和应用能力,激励学生的创造力.递进式实践教学分三个层次:基础实验、专题应用、基于建模的拓展研究,分别考虑课程内容覆盖性、难点应用、综合平衡能力提升,进行递进式训练,以达到提升学生实践认知,加强其应用概率统计解决问题的创新性与综合性能力.     

由数学实验教学谈创新能力的培养

结合教学实践,从数学实验课堂所讲授的内容出发,谈谈从数学实验的教学到学生创新能力的培养过程。     

对中学计算机教学方法的探讨

我们学校在高中二年级开设BASIC语言必修课,经过六年的教学实践,对中学计算机教学的方法进行了一些探讨.我们在教学过程中基本方法有四种:(一)讲授、演示法;(二)讨论、分析法;(三)练习、检查法;(四)上机、验证法. (一) 讲授、演示法计算机的计算、作图迅速、正确,并能显示动态过程.而且抹去、重画的速度快而方便.在     

聚焦大概念推进单元整体教学

<正>单元整体教学是落实数学核心素养的重要途径,是发挥珠心算育人价值的重要载体。单元整体教学,要求在大概念的引领下,科学地处理单元中各个知识点的关系,在整体性和一致性的关照下,帮助学生形成良好的知识结构,提升解决问题的能力。单元整体教学中的“单元”不只是内容上的相对集中,更要求思维的序列推进和素养的进阶。下面就以一年级上册“进位加”单元为例,谈谈对单元整体教学的实践与思考。一、加强教材分析,确定单元大概念单元整体教学是以单元为对象进行整体分析,主要包括单元内容和结构、思考技能培养路径、     

结构化视域下初中数学单元整体教学实践研究——以“图形的旋转”为例

以结构化视域为理论基础，以初中数学“图形的旋转”为研究对象，探讨了单元整体教学实践的有效性和可行性.通过对教学内容、教学方法、教学过程和教学评价等方面的分析，提出了一种基于结构化视域的初中数学单元整体教学模式，该教学模式可以有效提高学生的学习兴趣和学习效果，同时也符合教育教学的要求和实际需求.     

复习课单元整体教学设计的实践与思考

复习课在高中数学教学中占据着独特地位,它是知识学习的高级阶段,在数学知识的整合与理解、解题策略的构建与内化、思维能力的形成与提升等方面都起着重要作用.本文以圆锥曲线的单元复习为载体,浅谈复习课单元整体教学设计的实践和思考.1复习课单元整体设计的目的     

协作运营网络收益协调模型与求解方案研究

为提高协作运营网络的稳定性,从收益角度,研究协作运营网络中各协作单元的收益协调问题.首先界定协作单元、协作运营、协作运营网络和协作运营网络收益概念;基于"合作博弈",建立协作运营网络收益协调数学模型,实现协作运营网络收益最大化和协作单元收益均衡化;借助"Shapley值",对协作运营网络收益协调模型进行求解,提出基于"收益补偿"的协调策略.对如何有效协调协作组织收益,提高运营过程中各协作单元的主动性和积极性具有实践价值.     

《中学数学》编委简介

孔祥骞山东省曲阜市教师教育中心,兼职教研员,中考命题专家库成员,孔祥骞名师工作室主持人,《中学数学》特约编委.多次获地市级教学能手荣誉称号,经常讲授地市级公开课,多次获优质课一等奖.在数学专业期刊发表教研论文多篇.多年来,始终坚持学习理论知识,教学实践中注重课堂教学的研究和学生解题能力的培养;注重理论实践结合、追求数学课堂本真、关注学生思维教学的教研风格深受一线老师喜爱.     

民族地区高校大学数学课程教学改革的研究与实践

在分析民族地区高校大学数学课程教学现状的基础上,指出加快实施教学改革的必要性与紧迫性,提出了改革的指导思想与基本原则、改革的基本思路与目标,总结了试点效果,明确了进一步推进改革的方向.     

Measurement of Length: The Need for a Better Approach to Teaching

Three hundred and eighty-three children in grades 1–5 were individually interviewed to find out at when they construct unit iteration out of transitive reasoning as described by Piaget, Inhelder, and Szeminska (1960) . The results indicated that most children (72%) construct transitive reasoning by second grade and that most (76%) construct unit iteration out of transitive reasoning by fourth grade. The article explains why traditional instruction produces the poor results revealed by the National Assessment of Educational Progress. It also suggests a better approach to the teaching of measurement that presents problems and encourages children to modify their ways of thinking.     

Teacher's reflections on experimenting with technology-enriched inquiry-based mathematics teaching with a preplanned teaching unit

According to previous studies, inquiry-based mathematics teaching enhances learning. However, teachers need support in implementing this type of teaching. In this study, a high school teacher was given a short preplanned inquiry-based mathematics teaching unit that included activities with GeoGebra. The teacher was interviewed after every lesson to explore her reflections after teaching. I analyzed how the teacher described the differences between her regular teaching style and the teaching unit and the pros and cons of the teaching unit. The teacher reflected on the roles of the teacher and students, depth of students’ knowledge, her stance toward the teaching unit, constraints for using this type of teaching approach, and challenges in guiding the students. The results give insights to what kind of reflections on technology-enriched inquiry-based mathematics teaching it is possible to initiate with short preplanned teaching units.     

传统粉笔字教学与多媒体教学的影响分析

多媒体技术进入大学课堂推动了教学的改革,也引发了人们的进一步思考:传统粉笔字教学和多媒体教学从哪些方面影响着教学过程和教学质量?本文通过抽样调查,获取有关数据资料,运用因子分析方法对调查数据进行分析,寻找影响教学的因子,然后利用方差分析检验各因素的显著性,最后利用Logistic回归分析方法建立教学方式选择模型,进一步分析影响教学的各因素,为教学方式的选择提供了理论依据。     

Exploring the Link between Reformed Teaching Practices and Pupil Learning in Elementary School Mathematics

This study examined the classroom practices of beginning elementary school teachers' instruction of mathematics and how it connected to their pupils' learning. The Reformed Teaching Observation Protocol (RTOP) was used to measure the extent to which beginning teachers used reformed teaching practices. As a measure of pupil learning, we utilized assessment scores specific to the mathematics unit observed and correlated them with teachers' RTOP scores. We found that beginning teachers who implemented reformed teaching practices tended to have pupils who scored higher on the district mathematics test with a statistically significant correlation of 0.56 (p < .05). Implications of these findings and others are discussed in terms of using the RTOP to improve practice at the elementary school level and for future school‐based research.     

高等数学教学中启发式教学意义的模糊分析

启发式教学是一种教学思想,应该贯穿于整个教学过程.本文通过实际统计数据用模糊数学理论分析高等数学教学中使用启发式教学的积极意义.     

Enhancing Teaching Assistants' (TAs') Inquiry Teaching by Means of Teaching Observations and Reflective Discourse

Recent education reform efforts advocate teaching the process of science (inquiry) in undergraduate lecture and laboratory classes. To meet this challenge, professional development for the graduate student instructors (teaching assistants, or TAs) often assigned to teach these classes is needed. This study explored the implementation of an observation protocol designed to support peer observation and reflection among TAs teaching inquiry‐based undergraduate biology laboratories. The researchers of this study and TA‐peers who are experienced in teaching inquiry used the protocol to observe novice TAs at the beginning, mid‐point, and end of a semester‐long teaching assignment. Novice TAs used a modified version of this protocol to observe an experienced and a novice TA. Analysis of post‐semester interview data indicated engaging in both sets of observations and post‐observation discussions facilitated by the protocol gave novice TAs new ways to teach content, guidance on implementing pedagogical theory, and means to improve communications with students and classroom management skills. Researchers also used quantitative data collected from the observations to document frequency of teaching and student behaviors associated with teaching inquiry and how these frequencies changed during the semester. Considerations for how to use both sets of data to inform changes in TA professional development are discussed.     

合理使用电子教案 充分发挥现代化教学手段的优势

对充分发挥现代化教学手段的优势,对教学改革的积极作用作了论述.重点讨论了合理使用电子教案是充分发挥现代化教学手段的优势的途径之一,以及如何合理使用电子教案.对使用电子教案的教学实践作了总结.     

教学测评数据的聚类分析

教学测评是了解教学信息的重要渠道和实施教学管理的重要手段,如何挖掘期资料信息,对了解学生的教学反映,反映教学过程和教学效果,促进教学质量的提高十分重要.本文借助SPSS软件,运用聚类分析等方法,对测评数据进行多元分析,为进一步改进教学测评提供参考.     

运筹学教学初探

探讨了运筹学的教学现状,列举了多媒体教学、案例教学、计算机软件教学等教学方式的优势,并提出应该使各种教学方式有机结合起来贯穿于整个教学过程中.