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在分析了独立学院高等数学课程教学现状的基础上,首先论述了独立学院高等数学课程教学改革的必要性,然后提出了独立学院高等数学课程教学改革的措施.所得结论对改进目前独立学院高等数学课程教学,培养高素质应用型人才,有一定的借鉴意义. 相似文献
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《数学实验》是在大学数学教学中将理论教学与实验教学融为一体的一门实验科学课程.阐述了在独立学院开设数学实验课的必要性和深远意义,以及在独立学院建设数学实验课的构想. 相似文献
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分析高职高等数学教学现状,给出高职高等数学教学立体化改革的探索思路,即分层次的教学模式、合理选取教学内容、因人而异选择教学方法、灵活多样地进行考核以及建立网络辅助教学平台. 相似文献
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义务教育阶段的数学课程应突出体现基础性、普及性和发展性,使数学教育面向全体学生,实现:人人学有价值的数学;人人都能获得必需的数学;不同的人在数学上得到不同的发展.这与我校正在进行的“乡村中学数学分层次作业策略研究”不谋而合.本文提出要想真正实现有效率的教学,重中之重是对作业要进行分层次设计. 相似文献
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通过调研当前经济类专业高等数学的教学现状,结合专业需求,分析了教学中存在的主要问题,提出了创新教学设计、增加实践教学、分层次因材施教的教学模式和多元化的教学评价体系,并结合教学反馈,分析教学改革的效果.旨在为提升经济类专业高等数学的教学水平建言献策. 相似文献
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为解决独立学院数学教学中能力强的学生"吃不饱",能力欠佳的学生"吃不消"的问题,提出了"基础+提高"统筹优化的数学课程体系."基础"模块的教学坚持为后续专业课服务,并穿插教书中"育人"理念;"提高"模块作为公共选修范畴,具有自主性、多元化特点,并突出人才培养的阶梯式发展.通过近5年的教学改革与实践,新课程体系有效地提高了学生学习数学的兴趣,降低了期末考试的不通过率,并造就一批有创新意识的人才. 相似文献
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随着西藏大学教育规模和办学层次的不断提高,现有的教育理念和教育模式已不能完全适合当前高校的发展.如何提高西藏大学高等数学教学质量,已成亟待解决的问题.本文从西藏大学的教学实际出发,分析了高等数学课分级教学的必要性和可行性,指出了高等数学分级教学的一些缺陷,并结合西藏大学的实际提出了对分级教学的几点建议. 相似文献
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Gerhard Sonnert Philip M. Sadler Samuel M. Sadler David M. Bressoud 《International Journal of Mathematical Education in Science & Technology》2013,44(3):370-387
College calculus teaches students important mathematical concepts and skills. The course also has a substantial impact on students’ attitude toward mathematics, affecting their career aspirations and desires to take more mathematics. This national US study of 3103 students at 123 colleges and universities tracks changes in students’ attitudes toward mathematics during a ‘mainstream’ calculus course while controlling for student backgrounds. The attitude measure combines students’ self-ratings of their mathematics confidence, interest in, and enjoyment of mathematics. Three major kinds of instructor pedagogy, identified through the factor analysis of 61 student-reported variables, are investigated for impact on student attitude as follows: (1) instructors who employ generally accepted ‘good teaching’ practices (e.g. clarity in presentation and answering questions, useful homework, fair exams, help outside of class) are found to have the most positive impact, particularly with students who began with a weaker initial attitude. (2) Use of educational ‘technology’ (e.g. graphing calculators, for demonstrations, in homework), on average, is found to have no impact on attitudes, except when used by graduate student instructors, which negatively affects students’ attitudes towards mathematics. (3) ‘Ambitious teaching’ (e.g. group work, word problems, ‘flipped’ reading, student explanations of thinking) has a small negative impact on student attitudes, while being a relatively more constructive influence only on students who already enjoyed a positive attitude toward mathematics and in classrooms with a large number of students. This study provides support for efforts to improve calculus teaching through the training of faculty and graduate students to use traditional ‘good teaching’ practices through professional development workshops and courses. As currently implemented, technology and ambitious pedagogical practices, while no doubt effective in certain classrooms, do not appear to have a reliable, positive impact on student attitudes toward mathematics. 相似文献
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高等数学教学现状调查分析 总被引:3,自引:0,他引:3
高等学校扩大招生后,非数学专业的数学教育面临很多问题,大部分人把这些问题归结为学生质量的下降造成的,这是不公正的.教学过程是一个系统的过程,从对1995级和2005级同一份高等数学(下册)试卷的考试情况进行分析,虽然可以显现出学生的差异,但这些差异不全是学生的质量的问题,应该与教学环境、教学要求、教学方法、师资条件以及社会发展环境等相关联,同时与学生的学习兴趣、学习能力是密不可分的.调查分析这些因素对当代学生的学习和数学教学的影响程度到底有多大,是有效提高大学数学教学质量的前提. 相似文献
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高等数学教学的新问题及对策 总被引:1,自引:0,他引:1
随着普通高校由过去的精英教育向大众教育的转化.致使同一学校甚至同一专业学生的数学基础相差较大.本文分析了普通高校的高等数学教学现状。提出了高等数学课分层次教学方法. 相似文献
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Dumma C. Mapolelo 《International Journal of Mathematical Education in Science & Technology》2013,44(3):309-322
This study documents students’ views about the nature of mathematics, the mathematics learning process and factors within the classroom that are perceived to impact upon the learning of mathematics. The participants were senior secondary school students. Qualitative and quantitative methods were used to understand the students’ views about their experiences with mathematics learning and mathematics classroom environment. Interviews of students and mathematics lesson observations were analysed to understand how students view their mathematics classes. A questionnaire was used to solicit students’ views with regards to teaching approaches in mathematics classes. The results suggest that students consider learning and understanding mathematics to mean being successful in getting the correct answers. Students reported that in the majority of cases, the teaching of mathematics was lecture-oriented. Mathematics language was considered a barrier in learning some topics in mathematics. The use of informal language was also evident during mathematics class lessons. 相似文献
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This paper reports the results of a project in which experienced middle grades mathematics teachers immersed themselves in calculator and computer use for both doing and teaching mathematics and prepared themselves as leaders for communicating their knowledge to colleagues. Project evaluation included formal observation of students while they used technology in learning mathematics. Classroom observation data suggested that computers hold somewhat more attraction for students than calculators. Overall, students in all 13 classes, independent of the type of technology used, were observed to be off-task 3% of the time. These data suggested a classroom environment in which the teacher worked hard to engage students in mathematical activity. The fact that students were observed off-task so little is encouraging. The difference in off-task behaviors for calculators versus computers suggests that different technologies will indeed have different effects on students. It appears that the introduction of technologies in classrooms altered the ways teachers taught. 相似文献