共查询到20条相似文献,搜索用时 15 毫秒
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在分析高职数学课程“智育”与“德育”现状和不足的基础上,作者从更新教育理念、挖掘高职数学在相关专业中“智育”与“德育”因子、构建“智育”与“德育”深度融合的课程体系(课程目标、课程内容、课程实施、课程评价等方面进行更新、改进和拓展)进行教改探究。从而促进“立德树人”在高职数学教学中的深入落实,形成既可以有效满足专业知识和技能成长需要,又能影响学生职业道德、学科素养、人格品行、社会价值观的“双育”数学课程教育环境,从而培养出全面发展的人才。 相似文献
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Univ.-Prof. Dr. Sigrid Blömeke Dr. Ute Suhl 《Zeitschrift für Erziehungswissenschaft》2010,13(3):473-505
This contribution will investigate both the subject-specific and the didactic competencies of trainee teachers for lower secondary education in mathematics on the basis of the study “Mathematics Teaching in the 21st Century (MT21)”, which compares criteria-based samples from Germany, Bulgaria, South Korea, Taiwan, Mexico and the USA. In order to analyze their strengths and weaknesses more precisely, the paper considers both traditional IRT-scaling of competencies, which involves a simple loading of test performance in mathematics and didactics of mathematics, and an alternative. Under the assumption that solving items concerning didactics of mathematics requires competencies in didactics of mathematics and mathematics itself, a double-barreled approach was used in the alternative. In a further elaboration of this model, knowledge of arithmetic, algebra, functions, geometry and stochastic was used as a set of further explanatory factors for solving the items. This third model, which presumes a hierarchical structure of teaching competencies, displays the best data fit. Only this model reflects the specialisms and focal points of the education and training systems in the countries participating in MT21 concerning the relative learning opportunities in mathematics and didactics of mathematics and concerning the five subject areas in the field of mathematics. 相似文献
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We start from the assumption that school mathematics knowledge could be better explained if social practices were considered to be generators of knowledge. This perspective changes the way we look at what school mathematics knowledge is and what it takes to teach and learn it. In this article, we will present a teaching situation about periodic functions, which was designed with this perspective in mind. The design was based on the assumption that the scientific notion of periodic function is related with the social practice of prediction. In the situation, prediction as a social practice is transformed into a situational line of argument which redefines that which is periodical. The situation brings into play meanings for the repetition of a movement, which takes place in time in the context of graphs of functions. Our analysis of the situation will focus on the prediction tools that participants generated in order to define that which is periodical. We will conclude with some implications of our observations for the teaching of mathematics. 相似文献
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In recent years the mathematics education research community has undergone a social turn towards a greater interest in the values and broader educational purposes of mathematics education, including issues of social justice and citizenship education. Building on these developing interests, this paper presents a conceptual framework that links the teaching of school mathematics with moral education. Then, in a case study involving two countries, England and Canada, this framework is used to explore the affordances and constraints faced by mathematics teachers in those countries if they want to intentionally practice moral education in the classroom. 相似文献
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从我国民族地区数学课程教材改革、双语教学、学生数学学习心理研究、跨文化数学教育理论研究与方法等方面综述了我国近20年来跨文化数学教育研究取得的成就。目前,对我国少数民族学生数学学习心理研究已达到较高水准,数学课堂的跨文化教育实验研究——中小学"数学情境与提出问题"教学实验颇具中国特色并在实践层面产生重要影响。进一步还需研究构建符合少数民族学生思维特点的数学课程体系,编写民族文字数学教材,加强少数民族双语数学教学研究与高素质双语教师队伍建设。 相似文献
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《International Journal of Educational Research》2002,37(2):131-143
The National Institute of Education is the only teacher education institution in Singapore and all pre-service teachers for the Singapore education system are trained at this one Institution. There are several programs for the pre-service preparation of teachers for the various levels of schools and the preparation of mathematics teachers varies between the programs. Within the context of a national educational system which is very centrally controlled, teacher education programs have changed much over the past decade, constantly seeking improvement, not only in response to environmental changes but also to be leaders of change in the educational field. This chapter describes the teacher education programs of Singapore with respect to mathematics teachers, their pedagogical training and their mathematical education. 相似文献
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大学生军训作为一种特殊的教育形式,具有其他教育形式不可替代的功能,分析我国高校军训的特点,全面发掘和实现军训功能,具有重要的现实意义。我国高校军训以学校为施训主体,侧重于育人,具有全员性特征,是大学生社会实践的重要组成部分。高校军训具有思想政治教育、素质强化和组织构建三大功能。实现军训三大功能应加强军训组织工作,关键不仅在于领导重视,组织机构健全,相关部门协调一致,后勤保障有力,还在于能否为实现军训功能创造多种基础性条件。实现军训三大功能的基础性条件包括:营造浓厚军营氛围、制定周密训练计划、保证适度训练强度、及时跟进班级工作等。 相似文献
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数学教育与教育数学 总被引:2,自引:0,他引:2
沈文选 《湖南师范大学教育科学学报》2003,2(2):64-68
数学教育的现代发展,以及各国进行数学课程改革浪潮的涌现,提出了教育数学的研究课题。它似可与纯粹数学、应用数学并列为第三个研究领域。与“新数学”、“大众数学”相比,教育数学将能均衡好数学教育的“教育方面”与“数学方面”的关系和促进数学教育改革的健康发展。进行教育数学的研究,可先从数学现实、数学难点、数学新点等方面着手,然后再进行理论体系建设。 相似文献
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高师数学教育是数学教师职前教育的基础和主要形式.当前高师数学教育中存在的主要问题:师范性未能很好突出,课程设置缺乏科学的指导,高等数学知识与初等数学教学脱节,实践环节薄弱,对数学教育研究不够.新一轮高师数学教育的改革思路:正确理解高师数学专业的培养目标,设置科学的课程结构,改进教学方法,强化高等数学与初等数学的联系,强化数学应用性和数学思想方法教学,强化教学技能训练和实践环节,加强数学教育研究. 相似文献
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Labels and Labelling in the Field of Educational Leadership 总被引:1,自引:0,他引:1
This paper reports on theorising based on developing histories of the field of educational leadership in higher education in the UK. These histories are being constructed through the collection of professional biographies of field members, reading the outputs of the field in the form of journals and books, and analysing the papers from the British Educational Leadership, Management and Administration Society. In this paper I focus on how the field has changed its label over the last forty years from “educational administration” to “educational management”, and more recently “educational leadership”, and the link between labels and knowledge claims. In particular I argue that while there is a continuity of knowledge underpinning this relabelling process there is also a mutation in the form of management in education that has become performance leadership in schools. The latter is official government policy and practitioners are being located in an all‐embracing training framework. The paper argues that knowing about knowledge claims and field labels is an important means by which we can control our practice and identities. Through Bourdieu's theory of practice I describe and explain the development of the field and the struggle to be located and to stay located within higher education. By putting Bourdieu to work in this way I also seek to analyse how habitus and field can contribute to the development of explanatory frameworks regarding the power structures underpinning knowledge production. 相似文献
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陈柳娟 《福建教育学院学报》2012,13(5):97-99
文章结合福建省农村教育教学能力提升工程初中数学骨干教师省级培训的实施过程,通过分析、总结其培训特色、培训初步成效,反思培训存在的不足,以期为农村初中数学骨干教师继续教育的培训与研究提供理论依据与实施策略. 相似文献
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数学史作为数学文化的重要载体,其教育价值是数学教育研究中的热点问题,在关注数学史成为数学教育结构中构成要件的同时,还应该重视数学史中多元化数学在当今文化教育中的价值。本文在介绍了数学史、数学文化和数学史中多元化数学的基础上,从理解多元文化、扩宽世界视野,探索不同思想方法与培养创造性思维的教育理念出发,对多元化数学的教育价值及实现途径进行了行之有效的探讨。 相似文献
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The role of educational psychologists in supporting post-16 transition: findings from the literature
Rachel Morris 《Educational Psychology in Practice》2018,34(2):131-149
The Children and Families Act (2014) has seen the extension of the role of educational psychologists (EPs) to cover the age range from birth to 25 years. EPs have had to develop and extend their practice to meet the needs of post-16 young people with special educational needs and disabilities. Research on transition from compulsory education to further education, employment or training has highlighted significant variability in practice. A systematic review of contemporary literature was undertaken to explore the potential role and contributions of EPs in supporting post-school transition to further education, employment or training. Seven studies met inclusion criteria and data were reported using PRISMA guidelines. Although predominantly speculative, the data highlight a number of roles for EPs in supporting post-16 transition, encompassing work at individual, group and systemic levels and incorporating core functions of educational psychology practice. 相似文献
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集教育与康复技能于一身的教育康复人才是受到特殊儿童教育与康复双重需要而催生的紧缺型人才,社会需求量具大。而高校在教育康复人才培养方面普遍面临专业师资缺乏,理论课、实验课和社会实践课等教学资源短缺等问题。基于此,文章利用“互联网+教育”和“互联网+康复”新理念将高校教育康复人才培养的课程体系、实验室、实践基地虚拟到云平台,建立数字教育资源共建共享的人才培养机制,构建了集“在线课堂(C)、虚拟实验室(L)、智慧实践基地(P)”三位一体的教育康复人才培养CLP模式,旨在探索一套科学、高效、规模化的教育康复人才培养模式。 相似文献
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王昌善 《湖南师范大学教育科学学报》2003,2(6):43-46
本科学历小学教师培养课程体系由普通教育课程、执教学科课程和教育学科课程三部分组成。在三者中要突出教育学科课程的设置。普通教育课程应辐射自然科学、人文科学和社会科学三领域,并强调其完整性、连贯性和成热性;执教学科课程应覆盖小学各门学科,同时重点突出1~3门学科,核心是语文和数学;教育学科课程应设置教育基本理论课程、各科教学法课程和教育实践课程(见习、实习),对后二者尤其应当重视。 相似文献
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Rosa-Maria Bottino Giancarlo Chiappini Paola Forcheri Enrica Lemut Maria-Teresa Molfino 《Education and Information Technologies》1999,4(3):279-293
We propose using activity theory as a basis for designing and reporting on research projects that focus on information and communication technology (ICT) as a means to support educational processes. Adopting the theory, we describe teaching/learning activities mediated by ICT using a three level analysis: epistemological, methodological, social assistance. The analysis has been applied to the design and reporting of projects in both mathematics education at primary school level and training in technical innovation in commercial enterprises. 相似文献
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Ethnomathematics originated in the former colonies, in response to the Eurocentrism of the history of mathematics, mathematics itself and mathematics education. It has also found expression in several other contexts. It is a part of the broader framework that elaborates the social and political dimensions of mathematics and mathematics education but especially, the dimension of culture. This focus on culture examined in the unique context of South Africa makes visible both conceptual difficulties in its formulation and also difficulties with respect to its interpretation into educational practice. This paper explores a critique of ethnomathematics using the South African situation and conceptual tools of a critical mathematrics education. 相似文献