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刘丽静 《中国教育发展研究杂志》2006,3(6):65-66
在教学中,因人而异布置不同形式的作业,提倡作业有针对性,改变作业评价方式,在评价学生成绩的同时重视学生的创新精神,突出个性化。 相似文献
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学校计算机教室普遍建成Windows98对等网,一般配置为一台教师机和数十台学生机,有的还配有服务器。信息技术课程门类较多.涉及的教师也多。在平时的上机教学中,在测验和考试时,许多科目都要求学生上机完成作业,对学生作业进行评阅是教师必须要做的一项工作,可以采用的方法不外乎两种:一是分散评阅.即到每台学生机上进行评阅:二是集中评阅,即将所有学生机上的作业收取到一台机器上进行评阅,集中评阅简便而高效.但是,怎样收取学生机上的作业呢?这是进行集中评阅要解决的首要问题。 相似文献
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教学评价是新课程评价改革中的重点和热点问题。教学评价可分为课前、课堂、课后评价三类。构建以课后作业评价为主体的发展性教师评价体系,包括作业内容的设置、设计及评阅的指导思想、设计及评价的形式,分析表明该评价体系具有可行性和重要意义,能充分体现教师的工作量和工作绩效,以促进教师的有效专业发展。 相似文献
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如何通过高等数学的学习,提高学生的逻辑思维能力和创新实践能力,一直是大学教育的一个热点问题。近年来,国内很多高校开始缩减基础课程的学时,这使得该目标在原有传统的教学方式下的实现更加困难。学时减少条件下对高等数学教学探索与思考显得非常重要和紧迫。本文从教学理念、教材与大纲、教学方式和评价方式等方面进行了一些探讨,期望对高等数学的教学起到积极作用。 相似文献
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目前高师院校高等数学课程教学存在以下一些问题:教学内容多,课时数少,教学方法、考核方法单一,部分学生学习动力不足等。为适应社会发展的要求,高等数学课程应作如下改革:调整教学内容;转变教学方式与学习方式;注重学生的情感与态度及价值观的教育;注意大学与中学数学之间的衔接;改革考核方法,实行多元法的评价体系。 相似文献
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学校计算机教室普遍建成W indows98对等网,一般配置为一台教师机和数十台学生机,有的还配有服务器。信息技术课程门类较多,涉及的教师也多。在平时的上机教学中,在测验和考试时,许多科目都要求学生上机完成作业,对学生作业进行评阅是教师必须要做的一项工作,可以采用的方法不外乎两种:一是分散评阅,即到每台学生机上进行评阅;二是集中评阅,即将所有学生机上的作业收取到一台机器上进行评阅。集中评阅简便而高效,但是,怎样收取学生机上的作业呢?这是进行集中评阅要解决的首要问题。一、用W SH编程解决问题W SH(W indows脚本宿主)是一种W … 相似文献
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高职教育作为高等教育发展中的一个类型,肩负着为社会培养具备相应数学应用能力的高素质技术技能型人才的任务。基于此,在数学教学中应以如何培养数学应用能力为着眼点,采取一系列措施:树立学生自信心;结合专业;数学建模;任务驱动和渗透数学文化。以此培养和提高学生数学应用能力,深化高职数学教学改革。 相似文献
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周玉霞 《湖北成人教育学院学报》2007,13(2):94-95
针对高等数学的一些特点及目前学生的实际情况,教师应该如何充分利用评讲课培养学生的数学思维,培养其学习的主动性及学习的兴趣,从而提高教学效果。这是我们教师要思考的问题。 相似文献
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美国《中学数学教与学》是初中年级数学教师教育"数学教学法"课程的教材,其特点表现为:单元主题以数学教学理论为线索呈现,单元内容以具体数学知识为载体展开并且以参与式活动的形式组织教学活动.该教材对我国的数学教师教育有如下启示:数学教师教育课程应以数学知识为载体学习数学教育理论;数学教师教育教材应突出教学方式的示范性,体现做中学,在数学教学活动中学习数学教学方法;数学教师教育应注重教师学科专业素质的提升. 相似文献
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汪良防 《佳木斯教育学院学报》2014,(12):122-123
高等职业教育以培养应用型人才为主。数学作为高职教育中的一门主要学科,对于学生的发展有很大的作用。但从目前来看,高职数学教学存在一些棘手的问题,急需解决,主要体现在:学生缺乏必要的数学基础,学习兴趣不高;所选用的教材针对性不强,其应用性没有得到突出;教师教法明显落后;教师知识结构未及时更新等。针对此,教师必须提出解决高职数学教学现状的对策,以促进教学改革。本文拟结合高职生数学基础、学习特点、教学现状和自身的实践教学经验,提出解决对策。 相似文献
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教师基于自己的学科知识、经验等,借助于“课例学习+行动跟进+经验打磨+实践反思”等“行动学习”策略进行教学设计,实现有效教学,不断重组、提升学科教学知识。通过强化教学设计(实践),解决数学教学中存在的问题和困惑,在实践中传递、积累数学教学知识,在反思体验基础上改进课堂教学,发展数学教学能力,提升数学教师的数学教育观念。 相似文献
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In this article we elaborate a conceptualisation of mathematics for teaching as a form of applied mathematics (using Bass's idea of characterising mathematics education as a form of applied mathematics) and we examine implications of this conceptualisation for the mathematical preparation of teachers. Specifically, we focus on issues of design and implementation of a special kind of mathematics tasks whose use in mathematics teacher education can support the development of knowledge of mathematics for teaching. Also, we discuss broader implications of the article for mathematics teacher education, including implications for mathematics teacher educators' knowledge for promoting mathematics for teaching. 相似文献
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This study examines how various teacher characteristics and contextual factors are related to early primary teachers’ beliefs about mathematical teaching and learning and teachers’ attitudes toward their own learning of mathematics. A total of 396 early primary teachers across Nebraska participated in the study. Teacher characteristics and contextual factors were grouped into four sets: teacher professional background, teacher mathematical knowledge for teaching, teaching contexts, and students’ experiences. Multiple regression analyses were conducted with each set of predictors separately, as well as with all four sets together. The results showed significant relationships between teachers’ mathematical knowledge for teaching and teacher-centered beliefs, motivation in learning mathematics, and anxiety toward learning mathematics. Teacher certification level, the number of college math courses taken, and perceived support from colleagues and administrators were also related to some aspects of teachers’ mathematical beliefs and attitudes. The findings suggest the potential role of teachers’ mathematical knowledge for teaching in improving teachers’ mathematical beliefs and attitudes. 相似文献
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Katherine Ariemma Marin 《Studying Teacher Education》2014,10(1):20-35
This article details the self-study of a beginning teacher educator in her first experience in teaching a mathematics methods course. The transition from teacher to teacher educator is explored through the experience of a course focused on inquiry. Inquiry is embedded within the course from two perspectives: mathematical inquiry and teaching as inquiry. The framework of teaching as inquiry is an important part of both the self-study and the mathematics methods course. Implications of the transition from teacher to teacher educator as well as the role of inquiry in mathematics teacher education are discussed. 相似文献
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Mathematical biography and key rhetoric 总被引:1,自引:0,他引:1
Raimo Kaasila 《Educational Studies in Mathematics》2007,66(3):373-384
The intention of this article is to consider the use of narrative and rhetorical inquiry as research methods. I construct
a mathematical biography of one elementary teacher trainee, Sirpa, who had performed well in her advanced mathematics course
in upper secondary school. I describe her development as a mathematics teacher during teacher education from her second-year
methods course and teaching practice to fourth-year teaching practice. Narrative inquiry is more than a case study: Sirpa’s
mathematical biography is a story that describes how she constructs her mathematical identity. I also analysed the key rhetoric
that Sirpa used in her talk, key rhetoric here referring to the strategy by which she constructed continuity and coherence. 相似文献