浅谈数学建模对我国高校的影响

数学建模对我国高校具有积极的影响,不仅可以提高学生应用数学知识、发现和解决实际问题的能力,而且对参与数学建模指导的教师在教学和科研上也具有极大的促进作用。     

数学建模竞赛在提高高校师生综合素质中的作用

数学建模竞赛在提高高校师生综合素质中发挥着重要的作用。指导和参加数学建模竞赛活动,既提高了学生思维、写作和团队协作等综合素质,也有助于提高教师的教学、科研等综合素质。     

高职大学生数学建模竞赛的现状及对策——以湖北工业职业技术学院数学建模竞赛为例

数学建模是运用数学知识结合计算机软件解决实际问题的新兴学科。如何提高大学生的数学建模竞赛能力也成为如今越来越多的数学学科建设者和教师思考的重要问题。笔者根据自身的组织竞赛经验,对参加数学建模竞赛获奖级别低等存在的现状问题进行了分析,并提出了一些相关的对策和建议。     

独立院校数学建模教学和竞赛的认识与思考

根据独立院校应用型人才培养目标,本文阐述了在独立院校开展数学建模教学和竞赛活动有助于学生综合素质的提高、教师教学水平和科研能力的提高、高等数学教学改革的推动,指出了在独立院校开展数学建模教学和竞赛应注意的问题,并提出了相应的建议与措施。     

引入企业机制 推动学生创新

大学生创新能力的培养是数学建模活动的重要目的,要在双师型、复合型教师团队带领下,以教师科研子课题、时事热点和已就业学生求助问题等立项实行招标,引入企业机制对数学建模创新实验室进行引导和管理,对入驻项目实施流程化、规范化管理。对项目成果实行多目标提取。     

引入企业机制 推动学生创新

大学生创新能力的培养是数学建模活动的重要目的,要在双师型、复合型教师团队带领下,以教师科研子课题、时事热点和已就业学生求助问题等立项实行招标,引入企业机制对数学建模创新实验室进行引导和管理,对入驻项目实施流程化、规范化管理。对项目成果实行多目标提取。     

数学建模课程改革及教学方法论

随着数学建模竞赛的普遍开展,数学建模已成为大学课堂的一门重要课程.在这门课程的授课过程中,出现了教学内容不合理、随机性大,教师教学方法不得当、模型讲解过于机械以及学生学习方法不灵活等问题.对此,在教学过程中应精选具有代表性的案例进行讲解,使用多媒体作为教学工具,重视数学软件的讲解与练习,强化学生的课后实训,加强教学研究,不断提高教师的科研能力和教学水平,以此来提高数学建模课程的教学质量.     

工科研究生数学建模教育与创新能力的培养

阐述了数学建模课程的特点以及数学建模教育与研究生创新能力培养之间的关系。通过分析石油主干专业工科研究生学习现状及存在的问题,阐明在研究生培养中融入数学建模思想的重要性和研究生阶段开展数学建模教育与数学实验的必要性。多年的实践表明,工科研究生数学建模教育提高了研究生综合创新能力,对他们科研实力的提高有了较大的促进作用。     

运用建模思想 解决数学问题

在解决问题的教学中,教师要善于引导学生经历"问题情境分析—建立模型—求解验证"几个过程,从而使学生获得基本的数学活动经验,提高学习效果。在这个学习的活动中,解决问题的关键就是建模活动。因此,教师要善于引导学生运用建模思想解决数学问题。     

数学建模竞赛模式对教改的启示

数学理论知识是很多课程的基础,在实际工作领域中也有广泛的应用,而理工科大学生在抽象数学学习中常存在学习容易倦怠的情况。数学建模竞赛有助于提高学生的学习积极性和效率,提升教师的教学和科研水平,应在教学中进行更大范围的推广。文章在具体分析数学建模竞赛对师生教与学的促进作用的基础上,探讨了推广数学建模竞赛的方式。     

Fidelity of implementation: bringing written curriculum materials into the equation

Fidelity of curriculum implementation (FOI) is an important area of research because of the critical role it plays in understanding how and why curriculum materials work and how they can be improved. This analysis explores written features within the Math Trailblazers curriculum that may influence the ways teachers implement mathematics curriculum materials. In particular, we examine FOI data from prior research in order to identify features within the materials themselves that may influence why teachers adhere to the intended curriculum to varying degrees. This paper reports on our analysis of examining five whole number lessons previously analysed for level of FOI alongside an analysis scale of written curriculum features. Our purpose in this analysis is to examine features of the written curriculum that potentially mediate teachers’ implementation of the materials in line with the intended curriculum. In doing so, our analysis further emphasises the critical role teachers play in curriculum implementation, and thus may provide some insight for curriculum developers as they consider ways in which to design the written curriculum that increase the likelihood that teachers will adhere to the intended curriculum.     

大学教师学业评价技能现状分析

学业评价是教学质量评估的重要考察对象。在考查大学教师设定的教学大纲、考试试卷、教学设计等教学实施工作中,发现存在学业评价的认知程度有限、学业评价的活动单一并与教学设计其他要素脱节现象。大学教师的学业评价技能亟待提升。     

Sustaining High-Quality Teaching and Evidence-Based Curricula: Follow-Up Assessment of Teachers in the REDI Project

Research Findings: Recent research has validated the power of evidence-based preschool interventions to improve teaching quality and promote child school readiness when implemented in the context of research trials. However, very rarely are follow-up assessments conducted with teachers in order to evaluate the maintenance of improved teaching quality or sustained use of evidence-based curriculum components after the intervention trial. In the current study, we collected follow-up assessments of teachers 1 year after their involvement in the REDI (REsearch-based, Developmentally Informed) research trial to evaluate the extent to which intervention teachers continued to implement the REDI curriculum components with high quality and to explore possible preintervention predictors of sustained implementation. In addition, we conducted classroom observations to determine whether general improvements in the teaching quality of intervention teachers (relative to control group teachers) were sustained. Results indicated sustained high-quality implementation of some curriculum components (the Promoting Alternative THinking Strategies curriculum) but decreased implementation of other components (the language/literacy components). Sustained intervention effects were evident on most aspects of general teaching quality targeted by the intervention. Practice or Policy: Implications for practice and policy are discussed.     

我国有效课堂提问研究十年——基于对2000～2009年间134篇文献的分析

本文采用内容分析法,对2000-2009年间发表的134篇有关"有效课堂提问"的研究成果,分别从发文数量、作者类型、文献类型、研究内容、研究方法五个维度进行统计分析发现:近十年我国有效课堂提问研究的成果数量呈现逐年上升的趋势,这对于提升教师课堂提问的质量水平,进而实现有效教学的目标都具有现实意义;但也存在研究视阈相对狭...     

Separating the research question from the laboratory techniques: Advancing high‐school biology teachers' ability to ask research questions

Inquiry is essentially a process in which research questions are asked and an attempt is made to find the answers. However, the formulation of operational research questions of the sort used in authentic scientific inquiry is not a trivial task. Here, we set out to explore the possible influence of separating the research question from the laboratory techniques used to try and answer this question on teachers' understanding of laboratory techniques and their ability to formulate research questions. We conducted a laboratory course in microbiology in which the laboratory techniques were presented in an explicit and generalized manner, in the context of specific research questions. During the course, teachers' understanding of laboratory techniques improved as reflected in their answers to exercises given throughout. In addition, teachers' ability to ask research questions, analyzed using Dillon's classification of research questions, also improved. When reflecting upon the course, some teachers attributed the change in their ability to ask research questions to their increased knowledge of techniques, whereas others did not. We conclude that to facilitate research‐question‐asking skills among teachers, they should be provided with knowledge of the relevant laboratory techniques in an explicit fashion. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1296–1320, 2012     

新疆少数民族高中双语班教师新课程改革适应性状况的调查与分析

文章通过新疆少数民族高中双语班教师对新课程改革的适应性状况的调查,分析了教师在对新课改理念的理解、对新课改背景下的汉语教学方法无法适应、教材把握度比较低、培训力度不够、教师教研能力有待提高等问题,并针对这些问题提出了建议.     

支架理论下高职青年教师专业发展现状及对策研究

基于对高职青年教师专业发展现状的调研分析,发现其专业实践能力、学术研究能力、课程开发能力、职业指导能力、专业精神和职业道德、社会交往能力都有待提升。从高职青年教师、高职院校、行业企业、政府的角度,结合支架理论提出促进高职青年教师专业发展的建议。     

代课教师清退政策研究述评

代课教师的存在由来已久,关于代课教师的政策随着代课教师群体的存在而产生和发展。近年来国家对代课教师采取了清退政策,由此也引发了众多问题,招致社会各界对此强烈关注。通过对近年来有关代课教师问题及其清退政策研究成果的梳理,初步发现在这一领域还存在研究面广但深度不够,缺乏对保护代课教师群体伦理学意义的重视,缺乏对政策制定和执行的立足点的理论论证等问题。因此,从制度伦理的角度分析和考量代课教师政策势必会成为未来的研究趋势。     

100所乡镇初中办学情况的调查与研究

《10 0所乡镇初中办学情况的调查与研究》是从办学条件、教师状况、学生情况、教学管理四个方面进行的。通过分析研究我们认为 :对“普九”成绩应该充分肯定 ,但不可忽视“普九”中的隐性问题 ;要尽快改善乡镇中学的办学条件 ,急待提高教师的知识、能力、素质     

大学生心理健康教育的现状和对策

近年来,大学生心理健康教育工作得到较大的推进和提高,但还存在一些问题。针对这些问题,应从提高心理健康教育的科学性和有效性,以预防和发展为主,大力开展心理健康教育工作,积极构建心理疾病预防和危机干预机制,建设专业化的大学生心理健康教育队伍等方面入手,切实改进和加强大学生心理健康教育工作。