高等数学(下)知识难点及其成因的调查分析
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摘要
教学难点的确定与突破作为教学力的重要元素影响着高等数学课程的教学质量水平。调查结果表明学生心目中高等数学(下)的知识难点有着较高的集中认识度,知识点本身的抽象性以及已有知识的掌握程度是知识难点的两大成因。基于以上结论,提出了化解与突破高等数学知识难点的教学对策与建议。
As an important element of teaching ability, the determination, and breakthrough of teaching difficulties affects the teaching quality of Advanced Mathematics. The results show that the knowledge difficulties of Advanced Mathematics(Book Volume 2) in students' minds are highly concentrated in recognition; the abstractness of knowledge points and the mastery of existing knowledge are the two main causes for the difficulties. Based on the above conclusions, this paper puts forward some teaching countermeasures and suggestions to resolve and break through the knowledge difficulties in Higher Mathematics.
As an important element of teaching ability, the determination, and breakthrough of teaching difficulties affects the teaching quality of Advanced Mathematics. The results show that the knowledge difficulties of Advanced Mathematics(Book Volume 2) in students' minds are highly concentrated in recognition; the abstractness of knowledge points and the mastery of existing knowledge are the two main causes for the difficulties. Based on the above conclusions, this paper puts forward some teaching countermeasures and suggestions to resolve and break through the knowledge difficulties in Higher Mathematics.
引文
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[3]国务院.国家中长期教育改革和发展规划纲要(2010-2020年)[S].北京:人民出版社,2010.
[4]黄自团,袁顶国.教学力与学习力:要素、共生与培养路径[J].教育理论与实践,2014(14):3-5.
[5]杜萍.当代中小学教师基本教学能力标准的研制与反思[J].课程·教材·教法,2011(8):95-100.
[6]盛群力,钟丽佳,张玉梅.大学教师教学设计能力知多少?———高校教师教学设计能力调查[J].开放教育研究,2015(4):44-51.
[7]刘本娜.运用多媒体技术突破化学教学难点研究[D].济南:山东师范大学,2007:4.
[8]张子杰.高职高等数学教学中应重视使用直观性教学法[J].中国成人教育,2010(13):153-154.
[9]吴立宝,王富英,秦华.数学教科书例题功能的分析[J].数学通报,2013(3):18-20.
[10]梁薇.高数习题课变式教学探析[J].广西教育,2012(7):122-123.