线性代数中向量组的问题牵引-模块化教学研究
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摘要
针对学生学习向量组相关知识时存在的概念难以理解,证明没有思路等问题,结合知识结构和特点,制定了问题牵引-模块化教学方法.以激发学生的学习兴趣和主观能动性,突破学习内容的重点和难点,充分夯实基础,达到良好的教学效果.
Aiming at the problems existing in learning vector group knowledge,such as the difficulty in understanding the concept,the lack of ideas in proof,combining with the knowledge structure and characteristics,the teaching method of problem traction-modularization is formulated.To stimulate students′ interest and initiative in learning,break through the key and difficult points of learning content,fully consolidate the foundation and achieve good teaching effect.
Aiming at the problems existing in learning vector group knowledge,such as the difficulty in understanding the concept,the lack of ideas in proof,combining with the knowledge structure and characteristics,the teaching method of problem traction-modularization is formulated.To stimulate students′ interest and initiative in learning,break through the key and difficult points of learning content,fully consolidate the foundation and achieve good teaching effect.
引文
[1]贾婷婷,吕秀敏.《线性代数》课程特点与学习方法探究[J].读天下, 2016(19):160-161
[2]同济大学数学系.线性代数[M].6版.北京:高等教育出版社,2014
[3]梁志坤.问题牵引——学习动力来源何处[J].当代教育发展学刊,2010(126):123-124
[4]马朝忠,杜院录.“整体化问题牵引”教学模式在线性代数教学中的实践与思考[J].教学研究,2011,37(4):59-61
[5]夏静,单彩虹.《线性代数》课程教学中的几点思考[J].文理导航·教育研究与实践,2016(6):139
[6]马朝忠,邓西云.线性代数主线式教学探究[J].科教导刊,2012(30):105
[7]Liu Q.Teaching Methods in Linear Algebra[J].固原师专学报:自然科学版,2006(6):79-81
[8]颜晓光.关于线性代数教学的一些思考[J].高师理科学刊,2012,32(6):89-91
[9]姜文彪,阮万清.案例教学在线性代数教学中的应用[J].高师理科学刊,2012,32(6):5
[10]王利东,刘婧.从应用实例出发的线性代数教学模式探讨[J].数学教育学报,2012(3):83-85
[2]同济大学数学系.线性代数[M].6版.北京:高等教育出版社,2014
[3]梁志坤.问题牵引——学习动力来源何处[J].当代教育发展学刊,2010(126):123-124
[4]马朝忠,杜院录.“整体化问题牵引”教学模式在线性代数教学中的实践与思考[J].教学研究,2011,37(4):59-61
[5]夏静,单彩虹.《线性代数》课程教学中的几点思考[J].文理导航·教育研究与实践,2016(6):139
[6]马朝忠,邓西云.线性代数主线式教学探究[J].科教导刊,2012(30):105
[7]Liu Q.Teaching Methods in Linear Algebra[J].固原师专学报:自然科学版,2006(6):79-81
[8]颜晓光.关于线性代数教学的一些思考[J].高师理科学刊,2012,32(6):89-91
[9]姜文彪,阮万清.案例教学在线性代数教学中的应用[J].高师理科学刊,2012,32(6):5
[10]王利东,刘婧.从应用实例出发的线性代数教学模式探讨[J].数学教育学报,2012(3):83-85