《高職數(shù)學(xué)課程中的教學(xué)實(shí)驗(yàn)與教學(xué)改革的淺析中英文對(duì)照》由會(huì)員分享，可在線閱讀，更多相關(guān)《高職數(shù)學(xué)課程中的教學(xué)實(shí)驗(yàn)與教學(xué)改革的淺析中英文對(duì)照（5頁珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、 關(guān)于高職數(shù)學(xué)課程中的教學(xué)實(shí)驗(yàn)與教學(xué)改革的淺析 中英文對(duì)照 On higher vocational teaching experiments and analyses of the teaching reform of mathematics curriculum in Chinese and English contrast 目前，在高職院校完整的教育體系中，高職數(shù)學(xué)作為一門重要的公共基礎(chǔ)課程，對(duì)學(xué)生今后的發(fā)展具有重要意義。比如在培養(yǎng)學(xué)生思維的嚴(yán)密性、邏輯性和抽象性等方面，都有巨大幫助。但是，高職院校的基本教學(xué)目的是培養(yǎng)能夠服務(wù)于社會(huì)的實(shí)用型專業(yè)人才，在此背景下，如果想要接受

2、系統(tǒng)的、完整的高職數(shù)學(xué)教育已經(jīng)不太可能，但是，必須本著"必需、夠用"的教育理念，根據(jù)專業(yè)需求，對(duì)高職數(shù)學(xué)教學(xué)工作進(jìn)行改革，最大限度的搞好高職數(shù)學(xué)的教學(xué)任務(wù)。 At present, the complete education system in higher vocational colleges, higher vocational mathematics as an important public basic courses, is of great significance to the development of students in the future. Such a

3、s rigor in training students thinking, logical and abstract and so on, all have great help. However, basic teaching objectives of vocational colleges is to train professionals to serve the social practical, under this background, if you want to accept system and complete vocational mathematical educ

4、ation is unlikely, however, must be in line with the "necessary and adequate" education idea, according to the professional requirements, to reform higher vocational mathematics teaching work, the maximum task to improve the quality of higher vocational mathematics teaching. 　　一、高職院校的現(xiàn)狀分析 A,

5、analysis of the status quo of higher vocational colleges 　　1.學(xué)生分析 1. The students analysis 　　高職院校的學(xué)生中學(xué)數(shù)學(xué)基礎(chǔ)普遍較差，對(duì)于他們學(xué)習(xí)銜接性很強(qiáng)的高職數(shù)學(xué)無疑是一大難題。很多學(xué)生學(xué)習(xí)主動(dòng)性不強(qiáng)，接受知識(shí)較慢。還有就是學(xué)習(xí)態(tài)度差，這才是致命的，大部分高職學(xué)生對(duì)數(shù)學(xué)缺乏自信心，對(duì)于學(xué)習(xí)數(shù)學(xué)的興趣不高，甚至對(duì)數(shù)學(xué)存在心理陰影，一味逃避，認(rèn)為不適合學(xué)數(shù)學(xué)。產(chǎn)生雙差的原因可能是多方面的，但主要的是：學(xué)生對(duì)數(shù)學(xué)的學(xué)習(xí)過于盲目，數(shù)學(xué)學(xué)習(xí)目的性不強(qiáng)。 Students in high

6、er vocational colleges middle school mathematics foundation is generally poor, for they learn cohesion sex strong higher vocational mathematics is definitely a big problem. Many students learning initiative is not strong, to accept knowledge is slow. And learning attitude is poor, this is the fatal,

7、 most of the vocational college students lack self-confidence in mathematics and learn mathematics interest is not high, even in mathematics have psychological shadow, blindly escape from, think not suitable for learning mathematics. Double difference of the reasons may be various, but the main is:

8、students mathematics learning is too blind, mathematics study purpose is not strong. 　　2.教材分析 2. The teaching material analysis 　　教材不合理，大多數(shù)高職數(shù)學(xué)教材都是本科的壓縮版，保留很多定理和公式的復(fù)雜證明過程。這些對(duì)于基礎(chǔ)較差的同學(xué)無疑是雪上加霜，內(nèi)容上與學(xué)生的實(shí)際有很大的脫節(jié)，缺乏高職數(shù)學(xué)教育的特色，內(nèi)容與專業(yè)聯(lián)系太少，不僅很難為專業(yè)課服務(wù)，而且會(huì)使學(xué)生對(duì)學(xué)習(xí)數(shù)學(xué)的必要性產(chǎn)生質(zhì)疑，學(xué)習(xí)沒興趣。主要原因在于：目前高職數(shù)學(xué)的版本實(shí)在太多，嚴(yán)重不

9、統(tǒng)一，學(xué)校選教材就有一定的困難，有些學(xué)校不管什么專業(yè)都用同一本高職數(shù)學(xué)教材。 Unreasonable teaching, most of the higher vocational mathematics teaching material is a compressed version of the undergraduate, retain many theorems and formulas of complex process. The basis for poor students is definitely icing on the cake, the content an

10、d students reality have very big disconnect, lack of vocational mathematical education characteristics, content and professional contact is too little, not only for professional class service, and can make students to question the necessity of learning mathematics, not interested to learn. Main reas

11、on is that there are too many versions of current higher vocational mathematics, serious, school choice materials have certain difficulty, some schools are no matter what major with a higher vocational math textbooks. 　　3.教學(xué)分析 3. The analysis of teaching 　　教學(xué)方法單一，大部分高職院校仍幾乎采用黑板配粉筆的教學(xué)模式，很少

12、采1用多媒體和數(shù)學(xué)相關(guān)軟件教學(xué)，很難調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性。多媒體課件可輕松實(shí)現(xiàn)幾何直觀，使課堂教學(xué)形象生動(dòng)，但利用課件節(jié)奏太快，對(duì)高職學(xué)生的理解會(huì)造成一定的困難。合理搭配是關(guān)鍵，高職數(shù)學(xué)的教學(xué)方法必須多樣化。 Single teaching methods, most of the higher vocational colleges is still almost adopts the teaching mode of the blackboard with chalk, rarely 1 and mathematical software with multimedia teachi

13、ng, it is difficult to mobilize the study enthusiasm of students. Multimedia courseware can easily implement geometric intuition, make classroom teaching vivid, but the use of the rapid pace of courseware, the understanding of higher vocational students will cause some difficulties. Reasonable collo

14、cation is the key to higher vocational math teaching methods must be diversified. 　　二、教學(xué)改革幾點(diǎn)建議 Second, some Suggestions on teaching reform 　　1.學(xué)生學(xué)習(xí)思想的轉(zhuǎn)變 1. The change of students learning thought 　　由于高職學(xué)生的數(shù)學(xué)基礎(chǔ)差，因此他們接觸較為抽象的高職數(shù)學(xué)時(shí)，容易產(chǎn)生難學(xué)或厭學(xué)的情緒。有相當(dāng)一部分學(xué)生純粹為考試而學(xué)習(xí)，及格萬歲，這對(duì)教學(xué)極為不利。教師可適當(dāng)插入一點(diǎn)數(shù)

15、學(xué)家的歷史背景或?qū)嶋H生活的故事，以學(xué)習(xí)數(shù)學(xué)的方法、思想和目的等方面為題，師生一起思考和討論，初步引導(dǎo)學(xué)生了解數(shù)學(xué)、喜歡數(shù)學(xué)和掌握數(shù)學(xué)，端正學(xué)生的學(xué)習(xí)態(tài)度。課堂教學(xué)以學(xué)生為中心，創(chuàng)造一個(gè)良好、和諧、輕松的課堂氣氛，授業(yè)與傳道并重，強(qiáng)調(diào)數(shù)學(xué)與其他科目在學(xué)習(xí)方法上的聯(lián)系與區(qū)別。 Because of the higher vocational students mathematics foundation is poor, so they contact more abstract of higher vocational mathematics, prone to difficult, or

16、 tired of emotions. There are quite a number of students studying for the exam, pure pass long live, to the detriment of the teaching. Teachers can insert some historical background or mathematician appropriately real life stories, to learn mathematics method, the thought and purpose, etc, teachers

17、and students think and discuss together, preliminary guide students to understand mathematics, like mathematics, and master mathematics, the students learning attitude. Classroom teaching with students as the center, create a good, harmonious, relaxed classroom atmosphere, paying equal attention to

18、knowledge and to preach, emphasize on the way to learn mathematics and other subjects. The relation and difference between 　　了解學(xué)生的實(shí)際情況，大綱統(tǒng)一，指導(dǎo)分層。合理控制教與學(xué)的關(guān)系，在教學(xué)中盡量展示數(shù)學(xué)美，使學(xué)生認(rèn)識(shí)數(shù)學(xué)的真正價(jià)值。更主要的是使學(xué)生懂得數(shù)學(xué)在本專業(yè)及現(xiàn)實(shí)社會(huì)的作用及如何用，逐步培養(yǎng)數(shù)學(xué)學(xué)習(xí)興趣。 Understand the actual situation of students, unified outline, guiding l

19、ayer. Reasonable control, the relationship between teaching and learning in the teaching of mathematical beauty show as far as possible, so that the students know the true value of mathematics. More the main is to make students understand mathematics in this professional and realistic social role an

20、d how to use, cultivate interest in maths study step by step. 　　2.高職數(shù)學(xué)教材的改革 2. The reform of higher vocational mathematics teaching material 　　教材是學(xué)生學(xué)習(xí)的重要工具，高職院校本著基礎(chǔ)理論知識(shí)夠用的原則，結(jié)合實(shí)際，突出應(yīng)用。教材的選取必須以適應(yīng)高職學(xué)生學(xué)習(xí)和符合專業(yè)特點(diǎn)為前提，取材合理，深度適宜，語言通俗易懂。以生活案例引出知識(shí)點(diǎn)，重視重要概念產(chǎn)生的背景。不通過繁瑣的證明讓學(xué)生掌握概念，而是用典型的專業(yè)例題來替代，達(dá)到數(shù)學(xué)知識(shí)與專

21、業(yè)知識(shí)相結(jié)合的效果。盡可能用簡(jiǎn)單計(jì)算引出公式，用直觀的圖像引出性質(zhì)。 Teaching material is an important tool for students learning, higher vocational colleges based on the principle of sufficient basic theoretical knowledge, combined with the actual, highlight the application. The selection of teaching material must learn to adapt

22、 to higher vocational students and the premise in accordance with the professional characteristics, based on reasonable, depth is appropriate, language easy to understand. Case lead to knowledge points in life, attaches great importance to the background of important concepts. Without using complica

23、ted proof to let the students grasp the concept, but with the typical professional sample instead, achieve the result of mathematical knowledge combined with professional knowledge. As far as possible with a simple calculation formula derivation, with intuitive image leads to nature. 3.教學(xué)方法的改革

24、 3. The reform of teaching methods 　　高職學(xué)生認(rèn)知能力比較弱，加上高職基礎(chǔ)課時(shí)間少，很多學(xué)生一時(shí)很難適應(yīng)，新舊知識(shí)很難銜接。教師必須注重直觀教學(xué)，合理分配教學(xué)時(shí)間，保證學(xué)生在課堂上有一定的參與學(xué)習(xí)活動(dòng)時(shí)間。先讓學(xué)生預(yù)習(xí)，把學(xué)生自己發(fā)覺的一些問題帶入課堂，討論、研究、教學(xué)、學(xué)習(xí)相結(jié)合，培養(yǎng)學(xué)生自主學(xué)習(xí)和探索問題的能力。講解例題時(shí)，不要把重點(diǎn)放在解題上，而是要引導(dǎo)學(xué)生去分析問題，只要學(xué)生明白解題思路和方法，動(dòng)不動(dòng)筆根本不重要，這樣不僅可以提高學(xué)生的分析能力，還可以解決學(xué)生聽得懂而自己不會(huì)做的問題。 Vocational students cogn

25、itive ability is weak, coupled with higher vocational basic course time, many students are hard to adapt to, the old and new knowledge is very difficult to connect. The teacher must pay attention to visual teaching, reasonable allocation of teaching time, ensure that students have to participate in

26、learning activities in class time. Let students to review, found that some of the problems in the classroom, the students discussed, combining research, teaching, learning, training students ability of autonomous learning and exploring problems. Interpretation of the sample, dont focus on problem so

27、lving, but to guide students to analyze problems, as long as students understand their thinking and method, every pen isnt important, it can not only improve the students analysis ability, can also solve the problems of the students can understand and you wont do. 　　一堂課的重點(diǎn)是確定的，難點(diǎn)卻要看實(shí)際情況，任何一個(gè)小細(xì)節(jié)都

28、可能是死結(jié)，教師可通過提問和上臺(tái)做練習(xí)等方式及時(shí)了解學(xué)生掌握知識(shí)的情況，發(fā)現(xiàn)問題及時(shí)解決?；仡櫯f知識(shí)，注重分析新舊知識(shí)存在的聯(lián)系，啟發(fā)誘導(dǎo)學(xué)生學(xué)習(xí)新知識(shí)。針對(duì)個(gè)體差異，調(diào)整教學(xué)內(nèi)容，適當(dāng)減少理論推導(dǎo)，增加基礎(chǔ)操作過程。加入一些多媒體教學(xué)，使數(shù)學(xué)知識(shí)直觀化、形象化，給學(xué)生一種全新的感覺，便于理解和記憶。加入數(shù)學(xué)實(shí)驗(yàn)輔助教學(xué)，讓學(xué)生參與到教學(xué)內(nèi)容中來，從被動(dòng)接受知識(shí)轉(zhuǎn)變成主動(dòng)探索知識(shí)。加入數(shù)學(xué)建模教學(xué)，使數(shù)學(xué)知識(shí)在實(shí)際中的應(yīng)用進(jìn)一步升華，也是數(shù)學(xué)綜合知識(shí)的完美體現(xiàn)。 Lesson of the key is to determine, which is difficult to see th

29、e actual situation, every little detail may be a fast knot, the teacher may through the questions and to practice methods such as students to master knowledge, timely find problems to solve in time. Review the old knowledge, pay attention to the analysis of contact between old and new knowledge, ins

30、pire revulsive students learn new knowledge. According to individual differences, adjust the teaching content, appropriate to reduce theoretical derivation, basic operation process. Add some multimedia teaching, make mathematics knowledge visualization, visualization, give students a new feeling, ea

31、sy to understand and remember. Add auxiliary mathematics experiment teaching, let students participate in teaching content, from passively accept knowledge into active knowledge. In mathematical modeling teaching, make mathematics knowledge application in the actual further sublimation, also perfect

32、 embodiment of mathematics comprehensive knowledge. 　　4.考核方式的改革 4. Assessment of the reform of the way 　　考核學(xué)生對(duì)數(shù)學(xué)的掌握情況，可將學(xué)生的總評(píng)分分成兩大塊，平時(shí)成績(jī)和期末考成績(jī)，平時(shí)成績(jī)占40%，期末考成績(jī)占60%。平時(shí)成績(jī)主要從小測(cè)、課堂表現(xiàn)、出勤、作業(yè)、數(shù)學(xué)建模論文等方面進(jìn)行考核，可以考核學(xué)生的綜合素質(zhì)。期末考成績(jī)可采用半開半閉的考試方式進(jìn)行考核。數(shù)學(xué)常見繁雜的公式，令學(xué)生望而生畏，尤其是到期末多科目復(fù)習(xí)，考試時(shí)間緊湊的情況下，為提高學(xué)生的復(fù)習(xí)效果，克服考試畏懼

33、情緒，可實(shí)行可攜帶部分考試資料的半開半閉考試法。這種考核的優(yōu)點(diǎn)在于有利于提高學(xué)生復(fù)習(xí)的主動(dòng)性。在抄公式過程中，學(xué)生可以對(duì)教學(xué)內(nèi)容進(jìn)行全面系統(tǒng)的復(fù)習(xí)。學(xué)生抄寫的過程其實(shí)就是對(duì)教材內(nèi)容的復(fù)習(xí)和記憶的過程，而且可以減少一些死記硬背知識(shí)點(diǎn)對(duì)學(xué)生造成的壓力，把精力放在數(shù)學(xué)思想方法的歸納應(yīng)用上，加深了對(duì)知識(shí)點(diǎn)的理解和鞏固作用?？荚噧?nèi)容可以適當(dāng)加大，難度也可以適當(dāng)?shù)靥岣?，教師在命題時(shí)就可以加大提升綜合應(yīng)用能力的應(yīng)用題。還有就是建立較大試題庫，考教分離，客觀評(píng)價(jià)教與學(xué)，提高教學(xué)效果 Assessment of students mastery of mathematics, the students t

34、otal score can be divided into two large, result and final result at ordinary times, peacetime grades (40%), the final exam scores accounted for 60%. Grades mainly from small test, classroom performance, attendance, homework, such as mathematical modeling papers for examination, can test students co

35、mprehensive quality. Final exam scores can use half open and half close examination to examine the way. Common complex mathematical formula, to inspire students, especially the more subject to review at the end of the semester, the test time is compact, to improve the students review result, overcom

36、e fear of mood, may apply to carry part of the test data of half open and half close examination method. This assessment is to improve students initiative of review. Students in the process of copying formula, the teaching content can be a comprehensive review of the system. Students copying process

37、 is actually the contents of the teaching material of the review process and memory, and can reduce some stress rote knowledge to students, focus on mathematical thinking method of inductive applications, deepened the understanding of knowledge and consolidate. Exam content may be appropriately increased, the difficulty can be appropriately increased, teachers can increase when proposition upgrading comprehensive application ability of word problems. And build large database, separation, objective evaluation of teaching and learning, improve teaching effect