《Higher Mathematics Teaching Mode-毕业论文翻译》由会员分享，可在线阅读，更多相关《Higher Mathematics Teaching Mode-毕业论文翻译（7页珍藏版）》请在金锄头文库上搜索。
1、1Higher Mathematics Teaching ModeStudy: Housing Reform Xu Zhen Cui Feng Yingjie Han Wang Zhenji Abstract This paper analyzes the current situation, discusses the characteristics of a professional mathematics teaching. Including the prominent characteristics of a professional mathematics curriculum,
2、the different professional categories and the requirements of the teaching modules layered, information technology, three-dimensional teaching resources, finishing The case of the practical problems of teaching the module set. Keywords: professional characteristics required mathematics course teachi
3、ng modules layered system of case sets Ministry of Education has not promulgated standards for the vocational college mathematics course or basic requirements, teaching classes, curriculum, teaching content dispersion is very high. Ministry of Education curriculum documents for the principles of bas
4、ic theory is necessary enough for the degree requirements, specific to no specific description of higher mathematics, 2understanding and implementation of schools vary greatly. Courses in mathematics professional training objectives in the status and role of different schools, different professions,
5、 different teachers to know inconsistency is not understood unity. Vocational Curriculum Reform and construction has caused various levels of education authorities and schools enough attention to know the basic uniform, clearer direction, practice has already started. But the basic course for public
6、 education reform and other deep-seated problems have not touched too much , public infrastructure is not yet teaching philosophy, teaching objectives of the reform is not clear, there is no adequate attention. Based on this case, in learning vocational education, curriculum reform and construction
7、documents under the premise of graduate quality standards, training programs should be specialized teachers longitudinal study of the formation of teams with similar school mathematics teacher and lateral research team. through a planned, step by step teaching experiment, the formation of suitable h
8、igher-level, with professional features of mathematics 3teaching. First, according to “basic theory for the purpose of teaching should apply to be enough for the degree” requirement, the establishment of a higher level, highlighting the major characteristics of the various classes of professional ma
9、thematics curriculum. Must be in full learning, research basis. not only to communicate with professional leaders in our hospital research jobs for graduates and the major employer groups and also conducted a sample survey to determine the subsequent mathematics courses and professional positions in
10、 math ability and quality requirements, even other universities to the relevant mathematics curriculum, teaching some of the projects conducted a sample survey. in order to develop relevant professional curriculum. Second, the development of the different professional categories of the teaching modu
11、les, and clearly the teaching objectives of the module and the corresponding hierarchical requirements. The key to solve the module content and the stratification requirements and 4professional needs consistency, coordination. First of all courses according to the follow-up research, with the major
12、class of professional leaders to discuss feasibility studies, determine the basic modules and engineering module contains the specific teaching content layer module, and then combined with the modular teaching content, based on professional characteristics, identify teaching points, teaching objecti
13、ves and assessment requirements : (basic requirements, general requirements, higher requirements). to develop teaching standards at all levels, a reasonable match appraisal methods, students need only pass any level of appraisal standards. Third, a network teaching platform, information resources an
14、d the sharing of equipment resources to provide students with multi-level, multi-faceted learning resources (using the courseware, online Q & A, Q & A, mathematical software, mathematics culture, Math Forum, etc.) to form including: materials, courseware, online Q & A exchange, test database and oth
15、er information, three-dimensional teaching resources. teachers must constantly learning, the traditional teaching methods can 5not meet the teaching needs. era in the development, we face The students are also changing. We must adopt a wealth of teaching methods for students to grasp the relative ea
16、se of mathematical knowledge, mathematical methods and mathematical ideas. Links to Free Download Center http:/fourth paper, based on the “Application for the purpose of capacity-building-based” principle, the collection of finishing the case of the practical problems of teaching modules to form a case set. Through case analysis, students in mathematics to solve practical problems. critical grasp the difficulty of case acceptance and convergence of students. Here
