共查询到20条相似文献,搜索用时 93 毫秒
1.
陆秀媛 《数学的实践与认识》2001,31(4):410-415
20世纪以来 ,数学的应用已深入到所有重要学科 ,数学建模也以其广泛的参与性促进了科学技术与经济建设的紧密结合 .我国普通高校数学建模竞赛活动发展迅速 ,而社区大学数学建模教学进展缓慢 .1 996年 ,在三维教学模式研究的基础上 ,丰台职大开设了数学建模新课 ,为北京市社区大学数学建模教学及其评估提供了成功的案例 相似文献
2.
探讨将数学建模思想融入高职数学课程,论述了将数学建模思想融入到高职数学教材以及将数学建模思想融入到高职数学教学中的探索和实践. 相似文献
3.
以提高学生数学能力为目标,加强数学教学中对学生建模能力的培养,要端正学生学习态度、培养数学兴趣,倡导开放式的数学建模教学形式,以应用为驱动、采用案例教学,并注重学生软件应用能力的培养,在建模竞赛中提高学生建模能力. 相似文献
4.
随着大学生数学建模竞赛的快速发展,全国大部分高校越来越认识到数学建模教学在大学生创新意识和实践能力培养中的重要作用,如何提高数学建模活动的成效成为普遍关注的问题。从数学建模课程的本质出发,尝试构建了较为完善的数学建模教学体系,达到数学建模教学贯穿大学生培养的全过程的教学理念。同时讨论了拓宽数学建模活动形式的途径和尚存在亟待解决的几个问题。 相似文献
5.
6.
7.
积极开展数学建模活动培养具有创新意识的开拓型人才 总被引:2,自引:0,他引:2
开展数学建模教学和组织培训学生参加全国大学生数学建模竞赛活动 ,对培养具有创新意识的开拓型人才有着重要作用 .本文首先论述了开展数学建模活动的重要性 ,然后介绍了我院数学建模教学和组织参加全国大学生数学建模竞赛的情况 ,最后就数学建模活动的几个问题阐述了我们的认识 . 相似文献
8.
谈谈对学生能力的培养--非数学专业数学公共课的教学探讨 总被引:2,自引:0,他引:2
结合数学建模活动,在非数学专业数学公共课的教法上探讨了建模能力、解题能力和应用数学软件能力的培养,是教学过程的总结和归纳. 相似文献
9.
10.
11.
数学文化对数学教育的启示 总被引:3,自引:0,他引:3
数学文化为数学教育的反思提供了一种理念 ,数学文化提示数学教育应格外注重数学精神和理性思维方面在数学教学中的意义 ,数学文化将对数学教育的发展产生深远的影响 相似文献
12.
关于在工科数学教学中培养学生创新思维能力的思考与尝试 总被引:1,自引:0,他引:1
由于工科数学在高等院校开设的广泛性及在大学教学中的奠基性作用,研究如何在其教学过程中培养学生的创新思维能力就显得很重要.本文从自己的教学实践出发浅谈一些自己的思考与尝试. 相似文献
13.
14.
生产函数的公理化演绎 总被引:2,自引:0,他引:2
王梦阳 《数学的实践与认识》2002,32(1):4-7
本文系统阐述了生产函数的经济意义、数学定义 ,并且给出生产函数一个严格的数学建模 . 相似文献
15.
高等数学教材中关于二次曲面形状的讨论都采用截痕法.教学中引入直纹面概念,可为建筑施工专业的学生密切联系工程实际提供理论依据,收到较好的教学效果. 相似文献
16.
培养学生数学创新能力是当前数学教育的一个重要目标.数学创新能力的内涵可以从潜在的认知过程和显现的认知结果两个方面去认识.因此,对学生数学创新能力的培养可从以下三个方面去展开:一是培养学生有条件的质疑精神;二是教师具有良好创新素质;三是革新教学方法,实施情境—问题教学模式. 相似文献
17.
把握课程特点注重启发式教学 总被引:3,自引:0,他引:3
分析高等教育中数学课程的特点,在教学过程中采取针对性的措施启发学生思考,调动学生学习的主动性和积极性,提高学生分析问题和解决问题的能力. 相似文献
18.
‘The unplanned impact of mathematics’ refers to mathematics which has an impact that was not planned by its originator, either as pure maths that finds an application or applied maths that finds an unexpected one. This aspect of mathematics has serious implications when increasingly researchers are asked to predict the impact of their research before it is funded and research quality is measured partly by its short term impact.A session on this topic has been used in a UK undergraduate mathematics module that aims to consider topics in the history of mathematics and examine how maths interacts with wider society. First, this introduced the ‘unplanned impact’ concept through historical examples. Second, it provoked discussion of the concept through a fictionalized blog comments discussion thread giving different views on the development and utility of mathematics. Finally, a mock research funding activity encouraged a pragmatic view of how research funding is planned and funded.The unplanned impact concept and the structure and content of the taught session are described. 相似文献
19.
信息与计算科学专业应用型人才培养模式的研究 总被引:25,自引:0,他引:25
分析了信息与计算科学专业课程教学的特点和存在的教与学的矛盾.并以《高等代数》为试点,在教学实践中试行教学改革,积极探索教学与实际相结合与计算机信息有机结合的教学模式,在应用型人才培养方面取得显著成效.对信息与计算科学专业应用型人才培养有一定的借鉴作用. 相似文献
20.
Birgit Loch Julia Lamborn 《International Journal of Mathematical Education in Science & Technology》2016,47(1):29-44
Many approaches to make mathematics relevant to first-year engineering students have been described. These include teaching practical engineering applications, or a close collaboration between engineering and mathematics teaching staff on unit design and teaching. In this paper, we report on a novel approach where we gave higher year engineering and multimedia students the task to ‘make maths relevant’ for first-year students. This approach is novel as we moved away from the traditional thinking that staff should produce these resources to students producing the same. These students have more recently undertaken first-year mathematical study themselves and can also provide a more mature student perspective to the task than first-year students. Two final-year engineering students and three final-year multimedia students worked on this project over the Australian summer term and produced two animated videos showing where concepts taught in first-year mathematics are applied by professional engineers. It is this student perspective on how to make mathematics relevant to first-year students that we investigate in this paper. We analyse interviews with higher year students as well as focus groups with first-year students who had been shown the videos in class, with a focus on answering the following three research questions: (1) How would students demonstrate the relevance of mathematics in engineering? (2) What are first-year students' views on the resources produced for them? (3) Who should produce resources to demonstrate the relevance of mathematics? There seemed to be some disagreement between first- and final-year students as to how the importance of mathematics should be demonstrated in a video. We therefore argue that it should ideally be a collaboration between higher year students and first-year students, with advice from lecturers, to produce such resources. 相似文献