技校数学与初中数学教学的衔接

本文对当前技校学生数学学习上存在的主要问题、技工学校与初中教学教学衔接上存在的问题,提出了抓好技校教学与初中数学教学的衔接的措施.     

浅谈技工学校的数学教学

技工学校数学课作为一门工具课,是为专业课服务的,但是技校数学教学过程中存在着诸多问题,尤其教材和课程设置的客观原因,也有教师本身存在的主观原因。结合自己的教学实践,就如何提高技工学校数学教学谈一下自己的看法。     

注重衔接，提高教学

本文分析了技校数学教学与初中教学教学的一些差异,从数学知识与技能、学习心态、心理素质、学习方法等几方面探讨了技校数学教学与初中数学教学的一些衔接措施,对保障技校数学教学的起始效益有一定的实用价值和推广价值。     

有关寓思想品德教育于技校数学教学的研究

技校学生思想品德教育是学校教育的重要组成部分,也是每一位任课老师需要承担的教学任务。查找学生思想品德存在的不足及原因,有的放矢,在数学教学中寓思想品德教学与数学教育之中。本文试图探讨有关寓思想品德教育于技校数学教学的问题,希望整理我们在技校数学教育中同时实现思想政治教育的实践,形成具有指导意义的研究成果。     

论技校数学教学中的“低起点、多层次”教学法

当前技校的数学教学中,多数班级学生的数学基础知识参差不齐,差生比例大。为了解决好教学中既要让优生更优,又要使中差生有进步,共同提高技校数学教学质量的问题,本文尝试探讨在教学过程中实行＂低起点、多层次＂的教学思想。     

技校数学教学效果提高的若干建议分析

作为技校的基础课程,数学课程是提高技校学生综合素质的关键,但存在现实教学中表现出来的教学问题,从侧面要求进一步提高教学的效果。本文将通过对技校学生数学课程学习现状的了解,分析提高数学教学效果的必要性,并针对教学问题,提出提高教学效果相应的教学措施。     

谈技校数学教材和教学大纲的改革

技校是培养中级技术工人的基地,为适应当前改革开放的形势,满足社会对技术工人的需求,许多技校对理论课进行了较大的调整,有些课完全停开,有些课的课时大大减少,数学课到底该不该开?若开这门课的话,怎样将数学和专业课结合起来?现在的数学教材是否适应技校教学?怎样上好数学这门课,成了许多技校数学教师深思的问题。笔者从多年的教学实践中体会到数学教学改革在所难免,现就这几个问题谈几点粗浅的看法,供同仁指正。     

对技校数学教学改革的一点看法

要突破技校数学教学中的过分强调学科系统性、教学手段的陈旧性、数学方法和技巧的传统性 ,应对技校数学教材更新和重构 ,对数学教学手段进行改革。作者就此阐述了自己的一点见解。     

对技校数学教学改革的一点看法

要突破技校数学教学中的过分强调学科系统性、教学手段的陈旧性、数学方法和技巧的传统性,应对技校数学教材更新和重构,对数学教学手段进行改革,作者作此阐述了自己的一点见解。     

技工院校初中起点五年制高技班数学教学效果提升路径的探索与实践

技校初中起点五年制高技班数学教学存在着学生认知结构和能力较弱、学生自律能力较差等一系列问题,需要从教学内容与专业衔接、合理行动导向教学方法、注重校本教材开发设计等方面努力提升教学效果。     

在大学数学教学中应用“专业引导、知识融合、注重应用”模式的研究与实践

针对非数学专业学生在大学数学的学习过程中存在的制约学生专业体系发展的重点问题,在日常的教学过程中探索了"专业引导、知识融合、注重应用"的大学数学教学模式,根据不同的专业要求和人才培养方案,制定和实施了"数学融入专业,专业渗透数学"教学方略,实现了数学教学对我校理工类和经管类的专业的有力支撑,对大学数学的教学改革和学生的创新发展,提供了现实指导意义。     

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。     

构建地校合作式的中小学数学教师专业发展模式

针对目前中小学数学教师职前—职后专业发展模式中存在的弊端,本研究提出了地校合作式的中小学数学教师专业发展模式,以期为进一步拓宽我国中小学数学教师专业发展途径,提高中小学数学教育教学质量有所裨益。     

中职数学教学中体验式教学法的运用探析

体验式教学法在数学教学中的有效应用,能让学生在开放的思维空间里,通过自我实践,正确理解教学内容,有助于学生合作交流、自主学习、探索发展能力的提高。文章基于中职数学教学中存在的问题,结合运用体验式教学的可行性研究,从激发学习兴趣、注重联系生活、结合专业知识三个方面探讨中职数学教学中运用体验式教学法的策略。     

关于中学数学教育研究领域的分析

研究的领域反映中学数学教育研究的范围和关注的热点问题,中学数学教育研究的领域主要涉及测量与评价、教师专业发展、教学、学习、信息技术、课程与教材等6个领域.在这些领域中,中学数学教育研究存在以下特点:研究内容呈现"城市度"高、"农村度"低的取向;研究目标具有较强的"功利化"色彩;注重素质教育和传统教育的融合;研究视角缺乏"多角度".     

Beginning the Process of Rethinking Mathematics Instruction: A Professional Development Program

This article describes a professional development program that introduces middle school teachers to an inquiry approach to mathematics instruction as a vehicle to reform their teaching of mathematics. The program is characterized by the use of a few illustrative units that provide an integrated context for experiences as learners and experiences as teachers. Project participants consisted of mathematics and special education teachers in school-based support teams led by school facilitators. Results suggest that the illustrative units were of considerable value in promoting reform. The benefits of including an heterogeneous group of teachers in the same professional development program and of involving teachers from the same school are also discussed.     

Effects of teacher professional learning activities on student achievement growth

The authors examined the effects of six types of teacher professional learning activities on student achievement growth over 4 years using statewide longitudinal survey data collected from 467 middle school mathematics teachers in 91 schools merged with 11,192 middle school students' mathematics scores in a standardized assessment in Missouri. The data showed that teacher-centered collaborative activities to learn about mathematics teaching and learning (teacher collaboration and informal communication) seem to be more effective in improving student mathematics achievement than learning activities that do not necessarily involve such teacher-centered collaborative opportunities (professional development programs, university courses, individual learning activities). Teacher-driven research activities through professional conference presentation and participation were also found to be associated with student achievement growth in mathematics. The districts and schools may benefit from investing their professional development funds and resources in facilitating teacher-centered collaborative and research-based learning activities in order to improve student learning.     

ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana

Included in the contemporary mathematics curricula in Ghana is the expectation that mathematics teachers will integrate technology in their teaching. However, importance has not been placed on preparing teachers to use ICT in their instruction. This paper reports on a study conducted to explore the feasibility of ICT use in mathematics teaching at senior high school levels in Ghana. Interviews and survey data were used for data collection. Preliminary results showed that mathematics teachers in Ghana do not integrate ICT in their mathematics instruction. Among the major perceived barriers identified were: Lack of knowledge about ways to integrate ICT in lesson and Lack of training opportunities for ICT integration knowledge acquisition. To overcome some of these barriers, opportunities of a professional development arrangement for pre-service mathematics teachers were explored. Findings from the study revealed specific features of a professional development scenario that matters for ICT integration in mathematics teaching in the context of Ghana.     

What Teachers Take from Professional Development: Cases and Implications

In this article, we report on an 18-month longmathematics professional development projectwith elementary school teachers. Using a modelwe developed, three participant case studieswere analyzed with respect to not only theprofessional development milieu, but also howthese teachers interacted with the professionaldevelopment experience. In particular we foundthat having teachers reflect on new, authenticreform-oriented mathematics learningexperiences leads some teachers to take aninquiry stance concerning their own teaching,resulting in self-sustaining changes in theirmathematics instructional practices. Thisimplies that professional development forelementary mathematics teachers should includechallenging mathematics learning experiencescomplete with opportunities to reflect on personal and professional implications.     

高中数学教师专业知识研究--基于吉林省数学教师的调查

教师专业发展必然需要教师专业知识的有力支撑。对高中数学教师专业知识进行的问卷调查和访谈发现：目前高中数学教师基本上较好地掌握了常用的教师专业知识,但也存在一些问题：对数学学科知识的关注范围过于狭窄;运用数学教学知识进行教学时偏向于被动;对数学课程标准的理解存在偏差。另外,研究还发现：数学教学知识的增长并非是持续的;不同层级的教师之间、不同类别学校中的教师之间,其差异主要体现在数学学科知识与数学教学知识。进而对数学教师教育提出相应建议：数学教师应适当拓展数学学科知识的关注范围;应依据调查数据加强数学教师教育培养计划的针对性;关于教师一般教育学知识的评价方式亟需改进等。