生源多样化背景下高职院校高等数学分层分类教学的探索与实践
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摘要
文章主要从了解学生差异、编制班级、根据层次制定课程标准、调整教学方法、过程性评价与分层考核相结合、学生层次可灵活变更等六个方面进行了高等数学实行分层分类教学的探索,指出了实行分层分类教学需要学校及相关部门配合解决排课、课程成绩评定以及班级管理方面的问题。在高职院校高等数学的教学中进行分层分类教学,对教师提出了更高的要求,需要高等数学的教师具有高度的使命感和强烈的责任心。
This paper mainly explores the stratified and classified teaching for higher mathematics from six aspects,namely,understanding students' differences,compiling classes,formulating curriculum standards according to grades,adjusting teaching methods,combining process evaluation with grade evaluation and flexiblly changing students' grades. It pointed out that the implementation of stratified and classified teaching needs the cooperation of schools and relevant departments to solve the problems of scheduling,evaluating the performance of courses and class management. To promote the stratified and classified teaching for higher mathematics in higher vocational colleges,higher requirements for teachers are put forward that teachers teaching higher mathematics poessess the high sense of mission and responsibility.
This paper mainly explores the stratified and classified teaching for higher mathematics from six aspects,namely,understanding students' differences,compiling classes,formulating curriculum standards according to grades,adjusting teaching methods,combining process evaluation with grade evaluation and flexiblly changing students' grades. It pointed out that the implementation of stratified and classified teaching needs the cooperation of schools and relevant departments to solve the problems of scheduling,evaluating the performance of courses and class management. To promote the stratified and classified teaching for higher mathematics in higher vocational colleges,higher requirements for teachers are put forward that teachers teaching higher mathematics poessess the high sense of mission and responsibility.
引文
[1]樊娟华,姚爱丽.高职院校高等数学教学存在的问题及改革对策研究[J].当代继续教育,2016(1):89-92.
[2]郑英.在管理数学教学中进行分层次教学的研究[J].教学学习与研究,2011(5):7-8.
[3]潘红.高等数学分层教学的探索与实践[J].中国轻工教育,2013(5):89-91.
[4]张田林,唐迪,洪欣.高职院校公共基础课程分层、分类教学探索[J].江苏高教,2013(2):138-139.
[5]任丽萍.高等数学课程分类培养分层教学的研究与实践[J].江苏建筑职业技术学院学报,2015(1):68-70.
[6]刘代友.高职教育分层分类教学的理论与实践探新—以四川某高职院校为例[J].四川职业技术学院学报,2015(6):117-122.
[7]胡静波.高等数学分层教学模式探索[J].淮北师范大学学报(自然科学版),2014(4):80-83.
[8]陈曦.关于高职院校高等数学课程分层教学的思考[J].职业教育,2017(9):225.
[2]郑英.在管理数学教学中进行分层次教学的研究[J].教学学习与研究,2011(5):7-8.
[3]潘红.高等数学分层教学的探索与实践[J].中国轻工教育,2013(5):89-91.
[4]张田林,唐迪,洪欣.高职院校公共基础课程分层、分类教学探索[J].江苏高教,2013(2):138-139.
[5]任丽萍.高等数学课程分类培养分层教学的研究与实践[J].江苏建筑职业技术学院学报,2015(1):68-70.
[6]刘代友.高职教育分层分类教学的理论与实践探新—以四川某高职院校为例[J].四川职业技术学院学报,2015(6):117-122.
[7]胡静波.高等数学分层教学模式探索[J].淮北师范大学学报(自然科学版),2014(4):80-83.
[8]陈曦.关于高职院校高等数学课程分层教学的思考[J].职业教育,2017(9):225.