高职院校排球分层教学的实验研究

体育教学应该是面向全体学生的教学,是能促进学生各方面素质全面发展的教学。而目前形势下。高职院校体育教学在经过一轮课程改革之后,依然面对这样一种困惑,即教师在面对课堂教学中参差不齐的学生水平,如何才能适应不同学生的需求,解决“教什么,学什么,怎么教,怎么学”的问题,这是摆在体育教师面前一座亟待于搬走的大山。重视个体差异,开展分层教学与研究,将是解决这一问题的有效方法。     

应用型本科高校大学数学分层次教学改革探讨

随着应用型本科高校招生规模不断扩大,同一班级学生数学水平差距越发明显,因此,继续实行同班级或同专业上课必然会在不同程度上影响和制约学生学习数学的积极性,教学质量也很难提高,因此,大学数学实行分层次教学是新形势发展的需要,也是深化教学改革的必由之路,但在实践中如何具体实行分层次教学改革提高大学数学教学质量值得探讨。     

数学概念教学研究

本文从逻辑的角度给出概念的内涵和外延 ,数学概念定义的方法 ,并结合教学实际 ,给出了数学概念教学的一般过程 ,提出了在数学概念的教学中要注意的几个问题以及揭示出学生在数学学习中经常犯的一些数学概念方面的逻辑错误。     

应用型本科院校《西方经济学》教学的调查分析

西方经济学是高校财经类专业的基础课,如何改进课堂教学过程,增加教学效果,是本文要讨论的主要问题。本文利用问卷调查法,获得第一手资料,分析西方经济学在教与学中存在的问题及问题产生的原因,针对应用型本科院校的实际情况,提出改革课程教学的建议和方法。     

TEACHING MATHEMATICS IN TWO LANGUAGES: A TEACHING DILEMMA OF MALAYSIAN CHINESE PRIMARY SCHOOLS

This paper discusses a teaching dilemma faced by mathematics teachers in the Malaysian Chinese primary schools in coping with the latest changes in language policy. In 2003, Malaysia launched a new language policy of teaching mathematics using English as the language of instruction in all schools. However, due to the complex sociocultural demands of the Malaysian Chinese community, mathematics is taught in both Mandarin and English in the Malaysian Chinese primary schools. Teachers faced the dilemma of code-switching between English and Mandarin particularly in low-performing classes. A substantial amount of class time was spent in translating, especially the mathematical terminologies. Findings of this study imply that further research studies are needed to examine the effectiveness of teaching mathematics bilingually versus monolingually in a Malaysian context.     

概率统计课程中的实验教学

本文针对公共课程概率论与数理统计,结合当前应用型本科院校的学生学习现状．以具体实例阐述了在概率统计中辅以实验课的教学方法。     

在数学教学中如何加强数学语言教育

本文从数学语言与数学符号、数学符号与数学概念的关系出发，就如何加强数学语言教育提出几点建议。     

TEACHING FOR STATISTICAL LITERACY: UTILISING AFFORDANCES IN REAL-WORLD DATA

It is widely held that context is important in teaching mathematics and statistics. Consideration of context is central to statistical thinking, and any teaching of statistics must incorporate this aspect. Indeed, it has been advocated that real-world data sets can motivate the learning of statistical principles. It is not, however, a straightforward task to take a real-world example and incorporate it into a lesson that will teach important statistical principles. This paper considers issues involved in using real data to exemplify statistical ideas and examines pre-service teachers’ attempts to design teaching activities using such data. Pre-service teachers were supplied with a topical data set and asked to plan lessons that would teach some key statistical idea to year 6 students. The lessons were analysed using a hierarchy for teaching statistical literacy, and great variation was found in the level of statistical thinking demanded in the planned lessons. Teachers who had completed a preliminary activity helping them to think carefully about what might be taught from real data in general produced lessons with stronger statistical content. A key requirement for having lessons with deep consideration of statistical ideas is to identify the actual affordances for teaching contained within a data set; the planning process then benefits from explicit attention to making that content evident in the teaching activities.     

代码解析在信息安全类课程教学中的应用

通过近几年对信息安全类课程的教学实践,总结了本科应用型高校信息安全类课程教学中普遍存在的问题,提出把开源软件的代码解析过程引入到实验教学中,是一种教学内容和教学方法上的创新,在技术上也是切实可行的.     

数学课堂教学交互情境及其创设

数学课堂教学交互情境是指在实施数学课堂教学交互时师生共同营造的一种情感和数学活动氛围。它具有学科性、问题性、生活性、情感性、预设性、生成性等特征。创设数学课堂教学交互情境既要创设和谐的人际关系情境,又要创设恰当的数学问题情境。     

基于建构主义的高师英语教学法课程改革

基于建构主义学习理论,高师英语教学法课程应重视学生的原有知识结构、重视情境对知识建构的作用以及强调教学中的交流与互动.同时,教学法课程还应该满足时代发展的要求,培养学生多层次的知识与能力;突出英语师范教育的鲜明个性,建立多元化的学习途径.     

谈大学英语教学中的口语教学

大学英语中的口语教学一直都是比较难的课题 ,教师好的教学方法与学生有效的学习方法有机结合才能解决这一难题。本文根据笔者的教学体会 ,对非英语专业大学英语课堂中口语教学提出了一些切实可行的建议     

A Spiral Task as a Model for In-service Teacher Education

The spiral approach has long been used by curriculum designers to deepen students’ knowledge of scientific and mathematical concepts and to bring students to higher levels of abstraction. The benefits of a spiral approach, however, can also be extended to teacher education. This paper describes a spiral activity employed by the Kidumatica program not only to raise the level of teachers’ content knowledge, but also to promote discussion and collaboration among teachers teaching at different grade levels. The activity was designed to take a single problem situation and develop it in ways appropriate to the different grade levels. At each stage, the teachers are encouraged to discuss teaching approaches required by the students at each grade level and the relationships between the different stages of the development.     

面向STEM教学过程的学习动机序列模型建构与应用

当前我国STEM教学中普遍存在课程设计粗线条化、缺少足够的教学支架、无法满足学生完成探究过程等问题。造成这些问题最为核心的原因是STEM教学设计过程中没有充分考虑如何激发学习者的学习动机。STEM教学所强调的自主、合作、探究的"做中学"学习方式和注重跨学科、情境、体验、参与的特色,有助于激发学习者多个层面的学习动机,从而提升STEM教学效果。基于STEM教学过程模式、学习动机相关理论以及动机层次模型,通过归纳演绎构建的面向STEM教学过程的学习动机序列模型,包括教学目标/结果层、教学活动层、教学干预/策略层三层结构,通过每层核心要素的横向推进以及层与层之间的纵向转化,最终指向STEM学习动机的激发。该模型的特色体现在,从情境、语境和全局三个层次划分了学习动机,并指出在各教学环节可以通过不同的教学活动设计来激发不同类型的学习动机,且情境、语境和全局动机之间存在双向循环递归关系。案例分析结果表明,该模型有助于指导教师更好地在STEM教学中激发学习者的多层学习动机。     

错误分析与外语教学中的纠错问题

错误分析把语言学习者置于研究中心 ,从学生的错误探讨外语学习者的学习过程和内在学习策略。文章从对比分析和非对比分析两个方面 ,结合教学实践 ,探讨学习者的语言错误 ,并在此基础上思考外语教学中的纠错问题。     

异步教学法在网球教学中的应用研究

网球的发球技术是网球各种技术中主要技术之一,是比赛双方进行隔网对抗的开始,同时也是进攻性的击球武器之一。在网球的各项技术中,发球这一技法是唯一一项能由自己掌握而不需受制于对手的,故而提高发球技术对提高网球运动水平至关重要。异步教学法能够充分调动学生学习的主动性和积极性,培养他们自主练习和实践创新的能力,还会在面向大众的基础上,注重他们的个性发展,因此把异步教学法引入网球发球的教学中,使学生能够针对自身的实际情况,从现实出发,制定较全面的练习计划,使每个人都能在学习中找到乐趣,有所收获,从而能提高教学的整体效果。     

数学建模在推动理工类“高等数学”教学改革中的作用

“高等数学”教学改革是一项长期复杂的工作,数学建模的融入推动了教学改革的进程,发挥非常重要的作用。数学建模的推动作用主要表现在两个方面,一是推动“高等数学”教学内容的优化和升级,二是推动“高等数学”教学方法的改革,使之向启发式、互动式、信息化教学方法转变。     

RELATIONS BETWEEN TEACHING AND RESEARCH IN PHYSICAL GEOGRAPHY AND MATHEMATICS AT RESEARCH-INTENSIVE UNIVERSITIES

We examine the relationship between research and teaching practices as they are enacted by university professors in a research-intensive university. First we propose a theoretical model for the study of this relationship based on Chevallard’s anthropological theory. This model is used to design and analyze an interview study with physical geographers and mathematicians at the University of Copenhagen. We found significant differences in how the respondents from the two disciplines assessed the relationship between research and teaching. Above all, while geography research practices are often and smoothly integrated into geography teaching even at the undergraduate level, teaching in mathematics may at best be ‘similar’ to mathematical research practice, at least at the undergraduate level. Finally, we discuss the educational implications of these findings.     

TEACHING RESEARCH IN GERONTOLOGY: TOWARD A CUMULATIVE MODEL

In this article, we consider different approaches to teaching research methods in gerontology across a continuum of educational program levels. Our goal is to offer a conceptual framework and stimulate productive discussion of key issues and challenges in teaching research in gerontology. It is our belief that education in gerontology should include some level of training in research methodologies across all levels of gerontology instruction. Therefore, we have sought to identify those components of research training most appropriate for each level of gerontological education. Thus, basic understanding of research methods is appropriate at the associate's degree level and introductory exposure to basic issues involved in conducting research with elders provides a necessary backdrop to undergraduate programs. More in-depth understanding of gerontological research methods, particularly those involved in applied research, is a component of quality master's level programs. Finally, in-depth knowledge and the ability to apply distinctively gerontological research methods are necessary for conducting advanced original research at the doctoral level.