融合现代信息技术,优化小学数学课堂

随着学校现代化教学设备的日益完善,信息技术与小学数学教学之间的融合日益迫切。探索信息技术与小学数学教学之间的有效融合方式,利用信息技术优势优化小学数学课堂已经成为当下数学课堂改革中的重点性任务。而要想发挥现代信息技术对数学教学的促进作用,就需要教师明确现代信息技术教学优势,并将信息技术优势融入数学教学中的导入、讲解、互动、课后训练等各个环节,提升数学课堂的现代感,给予小学生不一样的数学学习体验。     

DIAGNOSTIC TESTS AND EXAMINATION RESULTS

The possibility of using diagnostic tests was explored and several tests were used with civil engineering students to see if they would be useful in selecting students for the civil engineering degree course. The performance of students on the tests used was compared with the examination results and it was found that the tests showed a little promise. It will be necessary to design a test specifically for civil engineering students. On the other hand perhaps our methods of teaching and examining subjects fundamental to civil engineering should be examined in depth. The results from the tests used indicated a culture gap between home and overseas students and the need for a database of student information.     

对初中数学引入翻转课堂教学模式的思考

基于信息技术的翻转课堂教学模式以其信息化的教学理念和教学方法给初中数学教学带来了新的活力。作为一种适应时代发展潮流的教学模式,受到了教育界的关注。从教学实践出发,把该模式引入初中数学教学,探讨了应用该模式开展教学的环节和步骤,从教学实践的角度得出了推广该模式的必要性。     

《土木工程材料学》课程的教学方法研究

《土木工程材料学》课程具有不同于数、理、化及力学等课程的特点,即:(1)内容庞杂,涉及面广,各章自成系统;(2)公式的推导或定律的论证和分析少,定性的描述或经验规律的结论多;(3)概念多、术语多、涉及学科较多.教师难讲,学生厌学.介绍了通过多年的教学实践的研究与探索,逐步总结了一整套适合该课程的教学方法,即:以材料性质为教学中心,采用启发式教学,化抽象思维为形象思维,运用对比的方法归纳同类材料的特点,注意培养研究性学习能力,理论教学与工程实际相结合,实验教学改革注重培养研究与创新能力,强化做习题与试题的教学环节等,较大地提高了教学质量,取得了良好的教学效果.     

高等数学分层教学的课程设计与实施策略

随着高等教育由精英化向大众化的转型,高等数学的分层教学模式越来越被各级各类高校所接受．从高等数学教学的现状、分层教学的意义、分层教学的课程设计与实施策略几个方面进行了分析与研究．     

浅谈高职数学的分层次案例教学

案例教学法的优点已经越来越被人们接受和认可,数学案例教学,是以教学目的和教学内容为引导,以典型实际问题的案例作为教学手段的一种教学方式。对于高职的学生而言,他们的数学基础和学习习惯较差,针对这样的学情,需要逐步引导学生,由浅入深,有层次的实施案例教学。     

Linking mathematics with engineering applications at an early stage – implementation,experimental set-up and evaluation of a pilot project

Too difficult, too abstract, too theoretical – many first-year engineering students complain about their mathematics courses. The project MathePraxis aims to resolve this disaffection. It links mathematical methods as they are taught in the first semesters with practical problems from engineering applications – and thereby shall give first-year engineering students a vivid and convincing impression of where they will need mathematics in their later working life. But since real applications usually require more than basic mathematics and first-year engineering students typically are not experienced with construction, mensuration and the use of engineering software, such an approach is hard to realise. In this article, we show that it is possible. We report on the implementation of MathePraxis at Ruhr-Universität Bochum. We describe the set-up and the implementation of a course on designing a mass damper which combines basic mathematical techniques with an impressive experiment. In an accompanying evaluation, we have examined the students' motivation relating to mathematics. This opens up new perspectives how to address the need for a more practically oriented mathematical education in engineering sciences.     

以信息技术为载体的数学探究式教学模式思考

教师合理利用信息技术开展数学教学,可以使学生在以信息技术为支撑的课堂上,更好地感知数学的魅力,提高数学学习热情。而以信息技术为载体的数学探究式教学,能够将数学知识以一种更为直观的形式传授给学生,提高课堂教学的趣味性、生动性。文章对以信息技术为载体的数学探究式教学模式进行研究。     

走出教学设计研究的现实困境：创建可用的教学设计理论

当前教学设计研究面临两大现实困境：一方面由于其受心理学以及心理学实验的影响较深。研究成果不能有效反映现实情境,对教学实践的指导作用受到质疑;另一方面已有的教学设计研究集中在描述性问题和因果性问题上,缺乏对“如何设计”这一机制性或过程性问题的深入思考。当前国际有关学习与教学设计研究的发展趋势表明,教学设计研究需要创建可用的、境脉申的、聚焦学习的教学设计理论。在创建和改进教学设计理论过程中,“前设性”与“涌现性”的理论创建与改进研究路线是两条可能的研究路线。这种研究路线必须扎根于真实课堂情境,在真实教学境脉中发现和解决问题,并将革新的学习环境设计活动与基于证据的经验研究结合起来。这是创建可用的教学设计理论、走出教学设计现实困境的必由之路。     

Towards characterising design-based learning in engineering education: a review of the literature

Design-based learning is a teaching approach akin to problem-based learning but one to which the design of artefacts, systems and solutions in project-based settings is central. Although design-based learning has been employed in the practice of higher engineering education, it has hardly been theorised at this educational level. The aim of this study is to characterise design-based learning from existing empirical research literature on engineering education. Drawing on a perspective that accounts for domain-specific, idiosyncratic and learner-centred aspects of design problems in the context of engineering education, 50 empirical studies on project-based and problem-based engineering education, to which the design of artefacts is central, were reviewed. Based on the findings, design-based learning is characterised with regard to domain-specificity, learner expertise and task authenticity. The implications of this study for the practice of engineering education are discussed.     

Worldviews,religions, and beliefs about teaching and learning: perception of mathematics teachers with different religious backgrounds

Beliefs about mathematics education and their influences on teaching practices have been widely investigated in recent decades. There have been numerous empirical studies on the influences of religions on teachers’ and students’ beliefs about subjects such as sciences and language. However, the influences of worldviews in general and religions in particular, as one of the major sources of beliefs in relation to mathematics education, are under-researched. The current study is a first step to unpacking the relationship between teachers’ religions and their beliefs about mathematics teaching and learning. By means of semi-structured interviews with mathematics teachers of different religious backgrounds, teachers’ perceptions on the connection between their personal religious beliefs and their beliefs about teaching and learning are investigated. In-depth analyses of the perceptions of three mathematics teachers reveal the complex relationship between teachers’ religious beliefs and their teaching beliefs. First, there are some common values shared by different religions, which influence the beliefs about mathematics teaching and learning as well as education in general. Second, religion is a rich belief system, and the teachers appear to apply only a portion of their religious beliefs to guide their teaching. It is also possible that a teacher is influenced by more than one religion or cultural tradition. Despite its subtleties, our study provides evidence to support the alignment between teachers’ personal religious beliefs and their beliefs about mathematics teaching and learning.     

关于数学课堂教学目标设计的几点思考

教学实践中数学教学目标设计常流于形式，概念不清、目标、目的运用混乱。数学课堂教学目标的设计应是具体的、可观察的、可测量的，以学生为指向的预期达到的学习结果和标准。教学目标设计具有层次性、会面性、开放性。     

基于翻转课堂教学模式的信息化教学设计研究

随着信息化教学的不断推进,越来越多的高校对信息化教学给予重视。科学合理地对信息化教学进行设计,是信息化教学取得成功的重要保障。基于翻转课堂教学模式,充分利用现代信息技术和信息资源,科学地安排教学过程的各个环节和要素,进行教学设计。以某高职院校"建筑工程计量与计价"课程中计量部分的"柱"构件钢筋教学单元为例进行信息化教学设计,基于教学内容分析、学情分析、归纳教学重难点等设计教学过程,对教学效果进行评价并分析此次教学设计过程中存在的不足。研究表明,信息化教学设计提高了学生学习的积极性,让学生实现了"做中学、学中做",取得了较好的教学效果。本次研究对推动信息化教学起到了一定的促进作用。     

Learning by Exploration in Mathematics Courses: a programme for student teachers

In order to adapt teacher education to new demands in mathematics classrooms, it is necessary to change the courses in mathematics at the university. Teachers’ beliefs about mathematics, learning and teaching has great impact on their teaching. At the University of Göteborg, a co‐operative project has been conducted in order to design a programme based on problem solving in courses taken by prospective Comprehensive School teachers (grade 4‐‐9). The main purpose of the project has been to make student teachers more reflective about mathematics as such, about learning and teaching. Another purpose of the project has been to use a teaching method in a university course‐‐a method which could be applied in a school classroom. The student teachers have worked co‐operatively in small groups of 3‐4 students and the educators role has been that of a facilitator. A preliminary evaluation indicates that student teachers have developed an insight into the complexity of learning and teaching, even though there are variations in this respect. However they still have difficulties in applying the method to teaching mathematics at school.     

基于信息与计算科学专业特色的定积分与微元法的比较教学研究与实践

随着科学的发展,产生出了不同的专业。每个专业由于侧重点不同,从而具有不同的特色。信息与计算科学专业是以将数学应用于解决工程问题为研究方向,具有和数学专业明显的不同。因此,对该专业的定积分与微元法的教学必须要与数学专业的形式定义有所区别,也应与其他工科专业的过于粗糙有所不同,而应该充分凸显该专业既注重形式定义的重要,也要突出内在解决实际问题的本质的特色。本文从解决实际问题的方法出发,对定积分与微元法进行比较分析,探讨适合于该专业的关于这两个定义的教学方法,旨在指出该专业所要求的教学特色,以提高专业教学质量。     

在高职数学教学中关于操作性教学的研究报告

数学作为高职院校理工科重要的一门基础课,既为专业基础课和专业课提供了必要的数学知识和数学方法,又在培养具有良好数学素养的各类创新型人才、应用技术型人才方面起着特别重要的作用。针对高职学生的特点,展开关于＂在高职数学教学进行操作性教学＂的教学尝试,能够在有限的教学时间里,结合学生的个性特质,培养学生既能运用理论、定义等来解决问题,又能利用数学软件来解决数学问题。     

Women,mathematics and epistemology: an integrated framework

This paper is work in progress on the integration of two epistemological theories to explore the transformational process of further education for women returning to study mathematics in Melbourne, Australia. In this context, the literature reports that women commonly have a perceived need for procedural over relational understanding consistent with their belief that mathematics is absolute and infallible. The teaching philosophy adopted to shift this orientation usually draws on and values the women's own experiences and promotes a collaborative classroom environment. While success stories in these teaching contexts highlight the increased confidence of women, the nature of their epistemological assumptions and whether these shift to promote more complex ways of mathematical knowing have received little attention. The two epistemological models of Baxter Magolda (1992) and Belenky et al. (1997) have been tentatively integrated for the purpose of providing an epistemological framework to analyse the experiences of women in the further education sector returning to study mathematics.     

高等数学分层次教学的探索与实践

随着招生规模的不断扩大,各高校学生的整体素质有所下降,并且个体差异很大,这给高等数学教学带了前所未有的难度,为了改变这一现状,一些院校开展了分层次教学改革的尝试,笔者根据多年来分层次教学改革的经验,深入探讨了高等数学分层次教学的必要性、意义、具体实施方案等,提出了建设性的对策和建议,并对自己的教学实践进行了详细的总结和分析.     

Improving Creativity in Engineering Design Education

The need for engineering design students to understand that creativity is an important part of their educational development and also for a sound basis for their future role in industry has been well established. This paper will discuss the foundations of engineering design within this context and highlight the problems confronting students who are required to make a creative input to a design problem and describe a view on how to implement ‘creativityrsquo; in teaching engineering design through the experiences learnt while undertaking an interdepartmental project. The motivation for this work has arisen from the need to improve a student's ability to think creatively and in the long term, to improve the design of future products. Experiences from teaching creativity within an interdepartmental project will be given.     

信息化时代高职数学教学的情感教育

目前信息化已经成为时代发展的典型特征,为高职院校教学改革提供了技术方面的支持,使高职数学教学积极促进改革。为了从根本提升高职数学教学效率,开展情感教育已经非常有必要。基于此,该文进一步明确情感教育在高职数学教学中的重要性,并提出具体的教育策略。