Analysis of the mathematical concept of the former mathematics teacher and mathematics teaching毕业.docx
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Analysis of the mathematical concept of the former mathematics teacher and mathematics teaching毕业.docx
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Analysisofthemathematicalconceptoftheformermathematicsteacherandmathematicsteaching毕业
Analysisofthemathematicalconceptoftheformermathematicsteacherandmathematicsteaching
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pre-mathteachersviewmathematicsteachingmathematicsAbstract:
Themathematicalconceptofmathematicsteachersandmathematicsteachingmethodsforstudentsthroughtheteachingofmathematicsconceptsandbehaviorhavesomeimpact,whilethepre-basiceducationmathematicsteachersasthemainforceofthefuture,theconceptofthesystemisconducivetostudents’cognitivestructureofthedevelopmentisconsistentwiththesmoothdevelopmentofthetimesforeducationreformisparticularlyimportant.Thearticleonpre-viewofmathematicsteachersofmathematicsandmathematicsteachingtheconceptofanalysis,putforwardthreeproposals:
improvingresearchmethods,toimprovetheeducationalevaluation,toenhanceeducationalpractice,pre-mathematicsteacherswanttochangetheconceptofsystembenefit.
First,theissues<<Full-timecompulsorymathematicscurriculumstandards(trialversion>>inthestudents’experienceofmathematicsisfullofexplorationandcreationactivities,feelingsofmathematicalrigorandmathematicalcertaintyoftheconclusions‘andothermathematicalconceptastheobjectivesofmathematicseducationonewhichisbothin-servicemathematicsteachersisamajorchallenge,butalsoisapre-mathematicsteachersisamajorchallenge,becauseintoday’spre-primaryandsecondaryschoolmathematicsteachersexperiencedtraditionalmathematicseducationthatemphasizesthemechanicalnatureofthetraining,expenseofthestudentsbeyondtheschoolcurriculuminmathematicsexperienceandknowledgeofeducationandlearning,whilethislearningexperienceisboundtoitsconceptofmathematicalconceptformationandmathematicsteachinghavesomeimpact.[1]andpre-elementaryeducationmathteachersasthemainforceofthefuture,chargedwiththetaskofuniversalmathematicalknowledgeandtheirviewofmathematicsandmathematicsteachingwillaffecttheirteachingpractice,willdirectlyaffectthequalityofstudentlearninginmathematics.Therefore,thepre-conceptofmathematicsteachersofmathematicsandmathematicsteachingconceptstudytoenableustomoreeffectivelycarryoutbasiceducationmathematicscurriculumreform.
Second,analysisofthestatusquo1pre-viewofthestatusofmathematicsmathematicsteacherofMathematicsisoneofthemathematicalconceptofthebodyandthedevelopmentofmathematicsknowledgeisepistemologicalcategory.[2]theexistingresearchprovidesuswithalargenumberofmodelsinourexistingresearchErnestisthemorecommonthree-dimensionalmodel,mathematicalconceptwillbedividedintothreecategories:
instrumentalconceptofPlatonicconceptandproblem-solvingoutlook.instrumentalistviewofmathematicsasbythefact,law,skillsconstituteasetsoftools,wecanlearnmathematicsistoskillfullyuseittosolveeverydayproblems.Platonismistheviewofmathematicsasastaticconstantdisciplineitbythelogicofknowledgewitheachothertoformacontactstructure,mathematicalisfoundratherthaninvented.problem-solvingviewofmathematicsasitisadynamic,bytheissueofpromotingthedevelopmentofthedisciplineitisahumaninventionandcreation,theresultisopen,soitisnotstatic.
LvsongJun2004,doneontheconceptofnormaluniversitystudentsinmathematicsresearch,thestudyfoundhighschoolsstudentsinthemathematicalconceptoflow-levelorientationoftheinstrumentalandPlatonicviewofthesituation.[3]ProfessorHuangYiying’sgroupin1998InaquestionnaireonJilin,HongKong,Taiwanconductedasurveyofthree,thestudyfoundmostofsecondaryschoolmathematicsteachersheldPlatonicviewofmathematics,especiallyinthemainlandismoreobvious,andmathematicsteachersheldthisviewwiththeirsufferedinmiddleschoolmathematicseducationhavecertaininherent.[4]
(2)pre-conceptofmathematicsteachersteachingmathematicsResearch.Atpresent,researchonmathematicsteachingingeneralfromthefollowingthreeaspects:
mathematicsteachingincludemathematicalconcept,mathematicalconceptincludesmathematicsteaching,mathematicalconcept,conceptandmathematicslearningmathematicsteachingisbothindependentofeachotherandallthreeareinterrelatedforthesethreeperspectives,Ibelievethatthereisnogoodorbad,butfromadifferentpointofviewofmathematicsteachersofmathematicsteachingresearch.
Throughresearchandanalysisofexistingdataconclusionsare:
pre-mathteacherknowledgeofmathematicsteachingobjectivesmainlyintwopoints,onequestionwilldothetestasuccess,thesecondisthemathematicalthinkingofstudents,althoughthereareoflifelonglearning,mathematicalcreativityandmathematicalsentimentofattention,butthesearenotmainstreamconceptforaneffectivewayofteachingmath,pre-mathematicsteacherstendtoselect‘knowledgepointteaching+practice’approach.pre-mathteachersthinksuccessfulmathclassroomshouldbebothgoodteaching,butalsoactiveclassroomatmosphere,bothtomeetthestudentsontheteachingcontentoftheactualprocessing,butalsofocusonstudentparticipation.[5]
3Summaryofanalysis.
(1individualaffectedwhenanindividualtypeoflongterminculcationoftraditionaleducation,hewouldhaveunderstoodasthestudyofmemoryandrepeattheprocessfrompre-elementaryschoolmathteachertoteachereducationintouniversitiesuntilacceptedbythemathematicseducationarethetraditionaltypeofeducationindoctrinationcoupledwithscienceeducationteacherstendtoengageinanobjectiveepistemology,attentiontotherigorofthinking,knowledgeofstructuralandexperimentalaccuracy,theteachersinthehumanitiestendnotofthingscertaintyofknowledge,theonlydilutethestandardsofknowledge.[6]Therefore,thepre-Platonicmathematicsteacherwasinclinedtosupportthemathematicalconcept.
(2socialimpactisthegrowthoftheindividualsubjectfromfamily,schoolandthecommunityimpactineducation,environment,andsometimesteacherswillforceyourselftochangesomeofthemathematicsconceptsandmathematicsteaching,suchastheenvironmentintheexamination-orientededucationEvenifteachersagreeisabetterproblem-solvingviewofmathematics,theywillgoagainsttheirwilltoincreasethestudent’strainingintensity,byfocusingonmemoryandimitativelearningtodealwithallkindsoftests,whilethecommunityisevenbasedonthelevelofstudentscorescriteriatoevaluatethelevelofqualityofstudentlearning,assessmentofteachersisthesamewhetherornotitgoodtoteachthestudentstomeasurethelevelofperformance,whichcreatedapre-existingmathematicalconceptofmathematicsteachersandmathematicsteaching.
Third,theproposed1soundresearchmethods.Inthepasttheconceptofmathematicsisthestudyofmulti-usequestionnairesandsemi-structuredinterviewswithacombinationofmethodstocollectdata,butthemathconceptisacomplexbeliefsystemandhavesometacit.Therefore,Ibelieve,inadditiontotheabovetwomethods,butalsoshouldbeconsideredtoimprovethepracticeofclassroomobservationresearchmethods.Throughpracticalclassroomobservation,pre-servicemathematicsteachersfromtheactualteaching,wecanfindamorerealisticpre-mathematicsteachersofmathematicsteachingandmathematicsconcept.
2Improvingtheeducationalevaluation.inthepasttoomuchemphasisontheeducationalevaluationsystemscreeningandselection,toomuchemphasisonbookknowledgeandmasteryofpencilandpapertests,sothateducationandeducationalevaluationofthenatureofdivergence.Ibelievethattheevaluationmethodstoimproveeducationistotransformthepre-mathteachersviewmathematicsandmathematicsteachingoneofthekeyconcept.adiversifiedlineofindividualdevelopmentofeducationalevaluationmethodsfornewlyrecruitedstaffofmathteachersisa‘baton’willdeterminetheirfuturecareerinteachingmathematicalconceptandmathematicsteaching.
(3)Strengtheneducationandpractice,asDr.ZhaoChangmu(2003inhisdoctoralthesismentioned:
theideathatteachershavesomeofthecollegesintheentryformbefore,butmanyviewthecorrectandfirmformationanddevelopmentofprimaryeducationisengagedintheteachingprofession,anumberofoutstandingteachersofthegrowthprocesscanbebetterproofofthis[7],whilepre-mathematicsteacherbeforejoiningtheprofessionwithlittleopportunitytoparticipateineducationalpractice,andthusmoreidealisticintheoryonlymathematicalconceptandmathematicsteaching.Therefore,toenhanceeducationalpracticecaneffectivelypre-servicemathematicsteacherstohelpteachersadapttopositionsinadvance,youcanmakeinmathematicseducationandpracticetotestitsconceptandmathematicseducationandteachingconceptisinlinewiththedevelopmentofthetimes,isconducivetothedevelopmentofcognitivestructure.
IVSummaryErnestsaid:
Unlesstheteachersin-depthmathematicalconcepthasundergonemajorchanges,orchangesintheteachingdoesnotoccur.[8]Pajares,MF(1992alsopointedoutthattheearlyformationofthebeliefthatteacherstendtoself-protection,evenwitharational,practicalandteachingexperienceofconflictwillalsobepreserved.[9]Thus,pre-servicemathematicsteacherstoexploremathconceptsandmathematicsteachingfactorsontheformationanddevelopmentofnewcurriculumreformisparticularlyimportant,butinourcurrentstudy,littleresearchwastoexplorethep
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