| 高等数学的教学策略再思考 |
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| 引用本文： | 程晓亮,刘影. 高等数学的教学策略再思考[J]. 数学教育学报, 2012, 0(2): 78-80 |
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| 作者姓名： | 程晓亮 刘影 |
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| 作者单位： | 吉林师范大学 数学学院;首都师范大学 数学科学学院 |
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| 基金项目： | 四平市科技发展计划项目——解热传导方程的一类新修正差分格式(2010004);吉林师范大学高等教育研究重点项目——高等数学学科教学系列优质教材研发(J1sdjy201111) |
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| 摘 要： | 高等数学教学的知识性概括策略包括:针对课堂教学目标与课程教学目标进行知识概括,针对教材内容安排与知识的历史发展顺序进行知识概括;知识性自我控制策略包括:自我控制的针对性和适度性;知识的多元化交流策略包括:积极应用现代信息交流方式解惑答疑,组织学生开展对所学知识的自教活动,关注知识交流过程中的情感交流.
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| 关 键 词： | 高等数学 教学策略 知识概括 自我控制 |
Thinking about Teaching Strategy on Higher Mathematics |
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| CHENG Xiao-liang,LIU Ying. Thinking about Teaching Strategy on Higher Mathematics[J]. Journal of Mathematics Education, 2012, 0(2): 78-80 |
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| Authors: | CHENG Xiao-liang LIU Ying |
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| Affiliation: | 1 (1.Jilin Normal University,College of Mathematics,Jilin Siping,136000,China; 2.Capital Normal University,School of Mathematical Sciences,Beijing 100048,China) |
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| Abstract: | Higher mathematics is an important theoretical course for science of engineering,economics,management with strong foundation and service.Freshmen start to study higher mathematics.It has undoubtedly become the first threshold for college students.Therefore,it is the primary consideration for the teachers to take effective teaching strategies to help students solve difficulty in teaching.In teacher-led classroom,teaching can be understood that the teacher extracts self-knowledge and transfers to the students. |
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| Keywords: | advanced mathematics teaching strategy general of knowledge self-restraint |
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