数学学习情感和情感教育初探

以当代教育心理学为指导，揭示数学学习情感的性质与功能，研究数学学习情感的体验形式和内容分类，提出数学情感教育的方法论原则。     

数学学习要与学生情感发展相结合

有效的数学学习来自于学生对数学活动的参与，而参与程度却与学生学习时的情感发展密切相关。学习数学的过程是积极、愉快、富有想像力的过程，是学生形成积极的情感体验的过程。     

数学探究性学习初探

交流、探究性学习活动,是培养学生创新能力的重要途径。它是指在教师的指导下,学生通过自主地参与探索与交流而获得知识的过程。在这个过程中,学生既获得了所需知识,又能掌握研究的方法,形成研究事物所必须的探究能力,培养他们的团结协作精神。与平常的接受性学习相比,交流、探究性学习更加注重方法的传授、情感的体验、探究能力的培养和交流协作意识的形成。体现以学生为主体、教师为指导、问题为主线的现代教学理念,这是数学教学改革和研究的重要课题,也是探索性学习和研究性学习的整合。一、发散思维是进行探究性学习的条件学生往往容易…     

数学教学要培养学生的学习情感

实践证明,学生以一种积极的情感状态,全身心地投入到自己感兴趣的活动中,既能得到一种享受,又能促进学习的进步。培养学生积极的学习情感,创造有利于情感体验的条件,是当前课改中必须关注的问题。一、教师要善于创设良好的学习情境,启发学生积极思考,激发学生对学习的需要今年春季,笔者观摩了一年级的一节有关统计图的数学课,深受启发。授课老师以“赏春”为题,将学生带到室外欣赏校园春色。学生来到按颜色整齐摆放的花盆前,老师说:“看到这些花,你们想说一些什么?你们能提出哪些和数学有关的问题呢?”学生说出了自己的想法后,老师又带着学…     

试谈提高学生数学学习情感体验的意义与策略

去年,在北京召开的有关“国家数学课程标准”研讨会指出,数学学习方式单一、被动,学生数学学习的情感体验消极是我国数学教育存在的问题之一.这其中有来自课程、教材的原因。也有来自教师和教育观念的原因.因此。不论是教育管理研究机构,还是教学第一线的教师,’关注并正确认识学生数学学习的情感体验,致力于改进策略的探索,责无旁     

数学学习中积极情感体验的培养

情感是人的需要是否得到满足时产生的一种内心体验．积极的情感是一种动机，一种激发和维持学生学习的原动力．Skinner ＆ Belmont认为，学生的情感参与包括四方面的体验：兴趣、快乐、忧虑和愤怒．也有学者认为，学生的情感是一个连续的变量，包含六个基本要素：孤僻、遵守规范、反叛、顺从、革新和参与．这些要素大致可以分成三个基本方面：积极情感、遵守规范和消极情感．其中，积极情感包括兴趣、快乐、好奇、信心、参与和革新等．数学新课程特别关注学生情感、态度和价值观等品质的发展．学生在数学学习的过程中，要参与许多数学活动，并形成多种多样的情感体验．良好的数学学习过程，会使学生产生积极的情感体验；反之，将会产生消极的情感体验．在数学学习中如何培养学生积极的情感体验是需要我们共同关注的问题．     

初中生数学学习情感培养策略运用初探

古人云:"亲其师,信其道."学生良好学习情感的养成,需要教师的悉心教诲和培养.本文作者结合教学实践体会,结合新课程改革要求,对当前学生学习积极情感的培养策略进行了初步的阐述.     

初中数学课堂学生学习情感现状和培养策略探究

新课程提出了三维教学目标,其中情感、态度和价值观是重要的一个维度.初中数学课堂学生学习情感存在着性别差异,初二时学生的数学学习情感处于低谷等特点.在分析了学生学习情感现状的基础上培养学生的数学学习情感,应着力于整个教学过程中的师生交流、过程体验和思维发展等方面.     

初中生数学学习情感培养策略运用初探

古人云：“亲其师，信其道。”学生良好学习情感的养成，需要教师的悉心教诲和培养。本文作者结合教学实践体会，结合新课程改革要求，对当前学生学习积极情感的培养策略进行了初步的阐述。     

A CROSS-CURRICULAR INTEGRATED LEARNING EXPERIENCE IN MATHEMATICS AND PHYSICS

Since April, 1996, Kanazawa Technical College has offered a cross-curricular course for first-year and second-year students using a TI-83 (Graphing Calculator) and a Computer Based Laboratory (CBL). The goal of the course is for students to learn about the connection between mathematics and physics through hands-on activities. Students conduct experiments on the motion of a person walking, the dropping of an object, the cooling rate of water, the motion of a swinging pendulum, and sound waves. This is the first time that the TI-83 calculator and the CBL have been used in Japan to explore physical phenomena in a classroom situation based on the Japanese curriculum for mathematics and physics. The following findings were obtained: Most students (a) replaced their naive assumptions regarding the laws of physics with scientific concepts; (b) independently made connections between the results of experiments and their previous mathematical knowledge; (c) reported that their level of interest in physical phenomena and science had either not decreased or had improved, (d) valued mathematics more, and (e) realized the importance of cooperative work. The use of CBLs and TI-83s changed not only the authors teaching style but also students attitudes. Students had ownership of their experiments, and they engaged in higher-order thinking skills such as making predictions, analyzing data, and modeling data with equations. As a result, students became more interested in learning mathematics and science.     

浅论学法指导

在新的形势下,仅就物理教学实践,谈谈学法,以图提高物理教学质量。     

中国传统数学中的美学思想方法研究之一

笔者从三个方面论述了中国传统数学的美学思想方法的特征及其重要价值(1)通过对数学哲学的相关论点的介绍和东西方文化传统的简单比较论述了数学美的客观实在性,在此基础上提出了中国传统数学也具有美学思想方法的观点;(2)《周易》的对称思想对中国传统数学美学思想方法所产生的影响;(3)通过甲骨文相关史料、中国传统数学的古典文献,阐述了中国传统数学的几何证明、算术计算、代数运算和实际问题解决中的对称性美学思想方法及其重要价值。     

运用虚拟学习团队拓展课堂教学的探索

文章在探讨虚拟学习团队概念的基础上,指出软件项目开发的相关课程的课堂外建立虚拟学习团队拓展课堂教学的可行性和必要性,并在此基础上提出了构建虚拟学习团队的一般策略。     

LEARNERS' EMOTIONAL AND PSYCHIC RESPONSES TO ENCOUNTERS WITH LEARNING SUPPORT IN FURTHER EDUCATION AND TRAINING

ABSTRACT:   This article investigates the experience of individual learners who have been allocated learning support in the further education system in England. The particular focus is on interviewees' constructions of their emotional and psychic experiences. Through the adoption of a psycho-social perspective, learners' tendency to 'idealise' their learning support workers is understood as a strategy for coping with the anxiety generated by a range of previous experiences. The implications for policy-makers are discussed.     

THE POWER OF LEARNING GOAL ORIENTATION IN PREDICTING STUDENT MATHEMATICS ACHIEVEMENT

The teaching and learning of mathematics in schools has drawn tremendous attention since the education reform in Taiwan. In addition to assessing cognitive abilities, Taiwan Assessment of Student Achievement in Mathematics (TASA-MAT) collects background information to help depict average student achievement in schools in an educational context. The purpose of this study was to investigate the relationships between student achievement in mathematics and student background characteristics. The data for this study was derived from the sample for the 2005 TASA-MAT Sixth-Grade Main Survey in Taiwan. The average age of the sixth-grade students in Taiwan is 11 years old, as was the sample for the 2005 TASA-MAT. Student socioeconomic status (SES) and student learning-goal orientation were specified as predictor variables of student performance in mathematics. The results indicate that the better performance in mathematics tended to be associated with a higher SES and stronger mastery goal orientation. The SES factor accounted for 4.98% of the variance, and student learning-goal orientation accounted for an additional 10.61% of the variance. The major implication obtained from this study was that goal orientation was much more significant than SES in predicting student performance in mathematics. In addition, the Rasch model treatment of the ordinal response-category data is a novel approach to scoring the goal-orientation items, with the corresponding results in this study being satisfactory.     

不可忽视的培训资源——校长经验知识

经验知识是宝贵的培训资源 ,校长培训中开发利用校长经验知识有利于增强培训的针对性和实效性 ,有效地做到理论联系实际 ;有利于促使培训者在理论上的提高和思考 ,并为教育理论研究提供不竭的源泉。开发经验知识资源要做到经验知识的公开化、理论化 ,并对经验知识加以反思、升华 ,以达到我们的培训目标。     

北京市残疾儿童、少年随班就读调查报告

大力开展残疾儿童少年随班就读是普及残疾儿童义务教育的需要。它既符合国情，是发展残疾儿童少年义务教育的主要形式，也符合国际上残疾儿童少年教育发展的大趋势。“七五”中期至“八五”期间，北京市在开展盲、低视力、聋和重听以及轻度弱智儿童随班就读方面进行了较为广泛的实验。这次对随班就读工作的全面调查和分析，为贯彻北京市特殊教育“九五”发展规划中提出的“巩固、发展、完善、提高”一方针，使北京市残疾儿童随班就读工作发展到一个新的水平，提供借鉴和参考。     

物理学习中的形象思维

从物理学科的特点出发．提出物理系学生应在学习中拓展自己的形象思维的观点，并从物理实验、理解教材、习题训练、知识渗透等方面作了一些探讨．