基于线上+线下融合的离散数学翻转课堂教学实践探究

近几年,翻转课堂实践教学成为国内高校教育信息化热点.基于多年离散数学翻转课堂的课程建设和教学改革研究,文中从翻转课堂教学设计、网络平台资源建设、课堂教学方法研究、面向大数据的内容改革、实验教学改革及考核方式进行探讨,教学实践也有了良好的教学效果,能为计算机课程翻转教学改革提供参考.     

基于层次分析法的理学类高等数学课程思政元素分析

在分析高等数学课程思政研究现状的基础上,采取文献研究、走访调研、问卷调查等方法,提炼了影响高等数学课程思政四类关键元素,建立了以教学效果为目标函数的层次结构模型,利用层次分析理论,统计分析了思政元素对教学效果的影响,并提出了高等数学课程思政设计的建议.     

离散数学的翻转课堂教学法研究

离散数学是计算机专业的重要的基础课程.但是离散数学课程抽象难懂、教学模式单一、理论实际结合能力差,从而影响了这一课程的教学效果.为了提升离散数学的教学效果,面向学生翻转课堂的教学模式被引入.翻转课堂通过视频、示例或者项目、以及拓展等方式充分发挥学生为中心,教师辅助的教学理念,提升学生学习的主动性,提升离散数学的教学效果,为后续计算机专业课程奠定良好的基础.     

最优化方法课程思政探索与实践

立德树人是高校的根本任务,课程思政建设势在必行.本文以最优化方法这门本科生专业课程开展的思政教学改革方面的经验为例,从课程思政教学目标设计、教学内容体系开发、教学方法设计与实施以及教学效果四个方面详细阐述了如何建设一门有专业特色的课程思政课程,为培养德才兼备的高素质人才做出贡献.     

新课标下高师数学分析教学实践与研究

主要论述了在高中新课标下,高师数学专业数学分析课程与高中数学的脱节问题,接着作者根据自身的教学经验和教学心得提出衔接的相应方法和教学手段,从而提高数学分析课程的教学效果和教学质量.     

基于SPOC和翻转课堂的线性代数混合式教学改革与实践

介绍了基于SPOC和翻转课堂的线性代数混合式教学的实践.实践过程包括三个阶段:课程准备与资源建设、教学过程设计与组织、教学评价与形成性反馈.从课程知识体系、知识点、计算方法三个方面,构建思维导图范例,以廓清课程知识体系和学习主线.提出重视知识单元设计,强调基于专业背景的案例拓展教学,以实现探究式、分层个性化学习,全面提升教学效果和学生综合素质.     

探讨数学分析课程的教学改革和教学质量的提高

数学分析课程是数学类专业学生进校后首先学习的重要的基础课,它的理论、计算方法以及分析数学思想的形成,对后续课程产生了深远的影响.为了提高课程的教学质量,作者通过多年的思考和实践,提出教改的四方面:一把握当代大学生的新特点、新变化,提倡"快乐"的教学;二提高数分教学艺术;三综合运用各种教学方法和手段,不断提高教学效果;四数分课程学习效果考核的多样化.     

用模糊推理进行教学效果的智能评估

通过定义模糊关联的概念,研究教学评估中学习兴趣、成绩与课程设置间的关系,用实例实现了模糊推理算法,推导出课程、成绩与教学效果之间的关系.     

疫情背景下微积分“课程思政”的教学探索与实践

结合当前的疫情,采用画龙点睛式、隐性渗透式等教学方式,多角度、全方位把“思政”元素融入到微积分教学之中,通过调查问卷评估了课程思政教学效果,为高校微积分课程的“课程思政”改革提供一种思路.     

教学质量评估的定量比较评价模型

依据华南农业大学 2 0 0 2学年第一学期课堂教学质量评估卡的调查数据 ,利用层次分析法建立了学生评价教师教学质量的定量评价模型 P =WR,并应用该模型对担任数学类课程的 1 3位教师的课堂教学质量作了定量比较分析 .分析结果表明 ,近几年来的扩招 ,对教师的教学提出了新的要求 ,在教学内容、教学手段、教学方法等方面 ,应做出相应的调整 ,才能收到好的教学效果 .     

高校数学基础课教师教学质量评价方法的研究

分析了高校教师教学质量评价体系存在的突出问题.针对所存在的突出问题,结合数学基础课程的教学特点,构建了高校数学基础课教师教学质量评价方法,并取得了良好的应用效果.     

独立学院数学课程体系的探索

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.     

Team teaching and cooperative groups in abstract algebra: nurturing a new generation of confident mathematics teachers

Experiences in designing and teaching a reformed abstract algebra course are described. This effort was partially a result of a five year statewide National Science Foundation (NSF) grant entitled the Rocky Mountain Teacher Enhancement Collaborative. The major thrust of this grant was to implement reform in core mathematics courses that would effect a shift to a learning paradigm from the traditional instructional paradigm. The central teaching action involved in this reform of abstract algebra was the use of team teaching in a cooperative group setting. The liaison of a mathematician working collaboratively with a mathematics educator provided valuable lessons in understanding key components of effective teaching. A series of qualitative interviews were conducted along with several supporting surveys. The survey data along with various forms of student evaluations served as a basis for drawing conclusions for the study.     

Relationship Between Science and Mathematics Teaching Efficacy of Preservice Elementary Teachers

The purpose of this study was to investigate the change in teacher efficacy beliefs about mathematics and science teaching during participation in methods courses and student teaching, as well as the relationship between mathematics and science teaching efficacy. Data revealed that, as science and mathematics teacher education in a methods course progressed, science and mathematics teaching efficacy significantly increased. This effect appeared to decrease slightly by the end of student teaching. Analysis of data indicated a significant difference in both the personal mathematics and personal science teaching efficacy scores, as well as mathematics outcome expectancy. Additionally, preservice teachers' personal mathematics and science teaching efficacies were directly related, as were their mathematics and science teaching outcome expectancies.     

On the inverse square law of gravitation

The authors are encouraged by the outcome of classroom tests of a new approach to teaching programming to beginners in schools. This approach is based on structured programming and emphasizes general problem‐solving strategies while considerations related to coding and syntax are deferred until solutions are found. The new method employs a pedagogical representation of the interplay between problem analysis, algorithm design and implementation language. This representation was specially devised to facilitate the teaching and learning of programming skills. The authors have found the method to be effective with students in the classroom and with teachers on in‐service courses.     

基于经管类学生素质培养视阈探析经管数学基础教改

通过对经济管理类学生所需要的素质和经济管理数学基础所载的特征的分析和比较，得出经济管理数学基础是培养这些素质的最好课程之一，有其独特的和其他课程不可替代的作用．基于此，文章对经济管理数学基础的教学内容与教学方法提出了与素质要求相一致的改进方案．     

对于工学硕士的《数理统计》教学的研究

工学硕士的《数理统计》教学 ,要根据工学硕士的培养目标和数理统计课程的特点编写教材、确定讲授内容和授课方式 .力求使学员掌握处理随机数据的思考方法 ,培养解决问题、分析问题和善于应用知识的能力 .改革《数理统计》教学 ,实现和普及多媒体教学是时代发展的趋势 .     

Derivative,maxima and minima in a graphical context

A deeper learning of the properties and applications of the derivative for the study of functions may be achieved when teachers present lessons within a highly graphic context, linking the geometric illustrations to formal proofs. Each concept is better understood and more easily retained when it is presented and explained visually using graphs. In this article, we explore the conditions of necessity or sufficiency of the criteria for determining the maxima and minima of a function. The implications for the teaching of derivatives and functions in undergraduate courses are discussed in light of our analysis of textbooks.     

分析教学法初探

数学类公共基础课是本科阶段非常重要的基础课,又是难教且难学的课程,我们在教学实践中,针对课程特点进行了有益的探索,本文,就是我们对提炼出的分析教学方法进行的总结,介绍了分析教学法产生的背景、内容和创新之处及实施的效果.