高中生物学复习教学中知识链的归类

高中生物学复习教学中，夯实知识点与构建知识网络之间的阶梯就是知识链，教师和学生只有不断地归纳、总结知识链，才能在自己的大脑中高效构建起知识网络，从而实现加深理解、迅速提取知识的作用。现将高中生物学部分知识链归类如下：     

生物数学模型在高中生物学中的应用

模型和数学模型方法在现代科学教育中很受重视。美国《国家科学教育标准》在“科学内容标准”中,2000年中国科协制定的《全民科学素质行动计划(2049计划)》在“科学概念标准”中,都表明了“模型”的重要性。“数学模型”是“模型”的一种。我国普通高中课程标准生物学实验教科书(必修部分),提供了丰富的数学模型资源。在日常的生物学教学中,有效地运用这一资源,开展数学模型教学,能够增进学生对数学模型的思想和方法的理解,以及对培养学生用建立数学模型的方法来解决实际的生物学问题是有益的。下面结合人教版高中生物学教材中的数学模型进…     

生物学中的数学计算题归类

将数学、化学、物理等学科的计算方法同生物学中的实际问题结合起来 ,就大大增加了试题的复杂性、灵活性和试题难度。而近年在上海、广东及全国的高考试题中 ,围绕细胞、新陈代谢、遗传学、生态学等知识点的计算试题越来越多 ,正确解答这些问题 ,不仅需要对图表的正确识别与分析 ,对知识的深刻理解与运用 ,而且还需要运用数学、物理、化学等学科的计算方法与技巧。该类试题不仅可以考查学生思维的逻辑性、严密性、发散性和创造性 ,也能考查学生综合运用跨学科知识解决实际问题的能力 ,将成为高考的重要题型。现将高中生物学中有关的计算题归…     

同类知识归类

将同类知识进行归类（有的叫列知识清单，有的叫知识系列化）也是一种重要的学习方法。它有助于记忆，更有助于比较和理解。     

应用题的数学模型归类

根据新课程理念,初中数学教学不仅是要掌握知识,更重要的是要把知识应用到实际问题中去．利用数学知识解决应用问题的关键,是把实际问题抽象为数学问题,建立相应的数学模型,再对数学模型进行分析、研究,最后把解得的数学结论返回到实际问题中．本文结合近年来的部分中考试题,对如何建立应用题的数学模型进行归类解析．     

数学模型在生物学教学中的应用设计

探讨在生物学教学中应用不同数学模型的策略及建议,将抽象的生命现象或生命活动具体化、简单化,激发学生的学习兴趣,提高学习效率,锻炼思维能力和学习能力,从而提高其生物学学科核心素养。     

高中生物中的诗词及成语知识归类

诗词类 1．落红不是无情物,化作春泥更护花：微生物的分解作用及物质的循环。 2．野火烧不尽,春风吹又生：草原生态系统的恢复力、稳定性。 3．春色满园关不住,一枝红杏出墙来：向光性。     

高考中常见数学模型归类分析

一、新课标的要求 新数学课程目标的一个重点是让学生全面了解数学背景、意义和价值,尤其是它的应用性与方法．数学建模是达到此目标的一个极好途径．在近几年的高考中,这方面题目的数量和分值逐渐增加,应用题材更贴近实际生活,灵活性也大大提高．因此,在高中阶段渗透建模思想是非常必要的．     

小学英语总复习知识归类大盘点

（1）英文字母：（大小）辨认、书写顺序要记牢 Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz     

数学模型在高中生物学概念教学中的应用

生物学概念作为生物学知识的基本骨架具有以下特点:语句凝练、具有高度概括性、不易理解、比较抽象。以曲线图、集合、表格3种数学模型为例,介绍了数学模型在高中生物学概念教学中的应用,以期为高中生物学概念教学提供参考。     

运用知识分类学习论,指导生物学概念教学

知识分为陈述性知识和程序性知识，概念是程序性知识，它的习得有一个基本过程，需要一定的条件。具体概念宜采用发现式学习，定义性概念宜采用接受式学习，运用该理论指导生物学概率教学。使概念教学科学化，可以大大提高概论教学的质量和效率。     

研究数学过程知识注重过程教学方法

目前数学课堂教学的内容主要是陈述性知识和程序性知识，属于结果知识。缺少学生体验、领悟、反思的过程，缺少展现数学思维活动的过程教学。而过程知识才真正是素质教育所不可缺少的富有生命力的“数学素养”。     

The effects of IMPROVE on mathematical knowledge, mathematical reasoning and meta-cognition

The purpose of the present study is to examine the effects of IMPROVE, a meta-cognitive instructional method, on students' mathematical knowledge, mathematical reasoning and meta-cognition. Participants were 81 students who studied a pre-college course in mathematical. Students were randomly assigned into one of two groups and groups were randomly assigned into one of two conditions: IMPROVE vs. traditional instruction (the control group). Both groups were exposed to the same learning materials, solved exactly the same mathematical problems, and were taught by the same experienced teacher. The IMPROVE students were explicitly trained to activate meta-cognitive processes during the solution of mathematical problems. The control group was exposed to traditional instruction with no explicit exposure to meta-cognitive training. Results indicate that the IMPROVE students significantly outperformed their counterparts on both mathematical knowledge and mathematical reasoning. In addition, the IMPORVE students attained significantly higher scores then the control group on the three measures of meta-cognition: (a) general knowledge of cognition; (b) regulation of general cognition; and (c) domain-specific meta-cognitive knowledge. The theoretical and practical implications are discussed.     

The role of rational number density knowledge in mathematical development

Many students still have not developed a robust understanding of rational number concepts at the end of primary school, despite several years of instruction on the topic. The present study aims to examine the patterns, predictors, and outcomes of the development of rational number knowledge in lower secondary school. Latent transition analysis revealed that rational number development from primary to lower secondary school (N = 362) appears to follow similar patterns as in younger students. In particular, a majority of students had poor knowledge of the density of the rational number set. Whole number magnitude knowledge appeared to be an important predictor of the development of rational number size knowledge, but not density knowledge. Finally, fraction density knowledge appeared to be related to concurrent algebra knowledge. Together these results point to an important role for density knowledge in mathematical development.     

数学知识应用的教学初探

传统数学教育已远远不能适应时代发展的需要，数学教育改革势在必行。加强数学知识应用是目前数学教育改革的一个重要方面。因此，在数学中，应深刻理解数学知识应用的含义，努力尝试数学知识应用的教学实践。培养学生用数学的意识，树立正确的数学观，提高数学素质。     

基金使用计划的数学模型

给出了 2 0 0 1年全国大学生数学建摸竞赛C题 (大专组 )基金使用方案的线性规划模型及结果 .     

The functional use of a mathematical sign

The question of how a mathematics student at university-level makes sense of a new mathematical sign, presented to her or him in the form of a definition, is a fundamental problem in mathematics education. Using an analogy with Vygotsky's theory (1986, 1994) of how a child learns a new word, I argue that a learner uses a new mathematical sign both as an object with which to communicate (like a word is used) and as an object on which to focus and to organise her or his mathematical ideas (again as a word is used) even before she or he fully comprehends the meaning of this sign. Through this sign usage, I claim that the mathematical concept evolves for that learner so that it eventually has personal meaning, like the meaning of a new word does for a child; furthermore, because the usage is socially regulated, I claim that the concept evolves for the learner so that its usage concurs with its usage in the mathematical community. In line with Vygotsky, I call this usage of the mathematical sign before mature understanding, ‘functional use’. I demonstrate ‘functional use’ of signs (manipulations, imitations, template-matching and associations) through an analysis of an interview in which a mathematics university student engages with a ‘new’ mathematical sign, the improper integral, using pedagogically designed tasks and a standard Calculus textbook as resources.     

数学积分卡的有效运用

本文介绍以数学积分卡为载体,建立小组合作学习的评价体系,以促进合作学习的效率。     

一些高等数学知识在中小学数学中的体现

高等代数和数学分析是高校数学专业学生的基础课程之一。同学们普遍感到这些课程抽象,不易理解,且应用性不强．似乎对中小学数学教育没有实质性帮助。本文主要介绍坐标变换公式,哥西一施瓦兹不等式（Cauchy—Schwarz）中小数学中的体现,以期对广大数学专业学生有所帮助,从而改变他们对高等数学的认识。     

数学模型的构造法及其应用

本介绍了数学模型的概念以及建立数学模型的思想方法－－“构造法”。运用实例阐述了“构造法”在建立数学模型中的应用。