探索如何提高大学数学教育
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摘要
本文主要从教学解决学生心理障碍、教学融入数学文化的内容、教学贴近生活、教学借助建模思想、教学引入课堂讨论环节这五个方面系统阐述如何从教学上改进大学数学教育,培养学生逻辑思维能力、空间想象力、数学运算能力、数学表达能力、数学建模能力、合作探究能力,从而激发学生的主观能动性,提高学习兴趣,变被动学习为主动学习,变害怕数学为喜欢数学,进而提高大学数学的整体教育水平和教育质量。
This paper is trying to state specifically from five aspects which are solving students' psychological problems during the course of teaching,absorbing mathematical culture in teaching,making teaching close to life,making use of model thinking and adding seminar in teaching to discuss how to improve university mathematics teaching and how to develop students' logical ability,space imagination,mathematics calculation,mathematics expression,mathematics modeling ability and cooperation so that to inspire students' learning interests and courage them to love studying mathematics and by this way to improve the university mathematical education and teaching quality.
This paper is trying to state specifically from five aspects which are solving students' psychological problems during the course of teaching,absorbing mathematical culture in teaching,making teaching close to life,making use of model thinking and adding seminar in teaching to discuss how to improve university mathematics teaching and how to develop students' logical ability,space imagination,mathematics calculation,mathematics expression,mathematics modeling ability and cooperation so that to inspire students' learning interests and courage them to love studying mathematics and by this way to improve the university mathematical education and teaching quality.
引文
[1]袁红.试析影响学生数学建模数学化过程的若干因素[J].上海师范大学学报(基础教育版),2009,38(01):113-119.
[2]刘兰英.“数学化”的数学教学及其策略探讨[J].上海师范大学学报(基础教育版),2010,39(06):104-107.
[3]吴立宝,王光明.数学特征视角下的核心素养层次分析[J].现代基础教育研究,2017,27(03):11-16.
[4]杨国华.让数学文化浸润课堂[J].教育科研论坛,2007,(02):49-50.
[5]曾峥.试论数学的文化价值[J].上海师范大学学报(哲学社会科学.教育版),2002,31(01):59-61.
[6]董亚娟,陈振龙.概率统计方法在生活中的应用——兼论“概率论与数理统计”课程的案例教学法[J].人才培养与教学改革——浙江工商大学教学改革论文集,2015:214-219.
[7]单妍炎,黄秦安.数学知识社会学下学习理论框架新观[J].现代基础教育研究,2016,(01):77-80.
[8]陈月红.论数学美和数学教学[J].上海师范大学学报(教育版),2000,29(01):53-55.
[9]裴昌根.指向数学核心素养的合作学习设计:基于数学问题解决[J].现代基础教育研究,2016,24(04):25-30.
[10]宋乃庆.中国特色数学教育引领者——张奠宙先生[J].中国教育科学,2015(04):41-49+40+231-232.
[11]曹仁霞.浅谈数学学习兴趣的培养[J].上海师范大学学报(哲学社会科学.教育版),2002,31(02):26-28.
[2]刘兰英.“数学化”的数学教学及其策略探讨[J].上海师范大学学报(基础教育版),2010,39(06):104-107.
[3]吴立宝,王光明.数学特征视角下的核心素养层次分析[J].现代基础教育研究,2017,27(03):11-16.
[4]杨国华.让数学文化浸润课堂[J].教育科研论坛,2007,(02):49-50.
[5]曾峥.试论数学的文化价值[J].上海师范大学学报(哲学社会科学.教育版),2002,31(01):59-61.
[6]董亚娟,陈振龙.概率统计方法在生活中的应用——兼论“概率论与数理统计”课程的案例教学法[J].人才培养与教学改革——浙江工商大学教学改革论文集,2015:214-219.
[7]单妍炎,黄秦安.数学知识社会学下学习理论框架新观[J].现代基础教育研究,2016,(01):77-80.
[8]陈月红.论数学美和数学教学[J].上海师范大学学报(教育版),2000,29(01):53-55.
[9]裴昌根.指向数学核心素养的合作学习设计:基于数学问题解决[J].现代基础教育研究,2016,24(04):25-30.
[10]宋乃庆.中国特色数学教育引领者——张奠宙先生[J].中国教育科学,2015(04):41-49+40+231-232.
[11]曹仁霞.浅谈数学学习兴趣的培养[J].上海师范大学学报(哲学社会科学.教育版),2002,31(02):26-28.