mathematics math

与mathematics math相关的网络例句 [注：此内容来源于网络，仅供参考]

The study shows that generally the mathematics view of normal university students majoring in mathematics is right, they depict mathematics learning as a dynamical process. Besides some special traits belong to mathematics, estimation, measurement and decision making themselves are also in the math field; however there are still some people warp the mathematics view, believe that mathematics is an apodeictic collection. Haven't realized the power that mathematics can improve people's taste ability and perfect people's personality, they believe that math learning is a passive process during which students receive acknowledge. What is more, there are different believes existing in the understanding of mathematics essence, mathematics value and mathematics learning. These believes vary with different university students from different grades and genders.

研究数据表明，高等师范院校数学系大学生的数学观总体上来说还是比较正确的，认为数学学习是一个动态的过程，认为数学在社会生活当中有一定的作用，并且认为做数学除了有特定的内容以外，估算、测量及决定本身也为做数学；但仍有一小部分人的数学观还存在着偏差，认为数学是一堆绝对真理的总集，对数学能够培养人的审美能力以及数学能完善人的个性等较高层次的价值没有意识到，认为数学问题仅是与教材内容相关的习题和考试中的试题，并且对数学学习不感兴趣，认为数学学习是学生被动接受知识的过程，并且不同年级以及不同性别的大学生在对数学本质、数学价值以及数学学习的认识上都存在着差异。

Therefore, in mathematics teaching, we should proceed mathematics teaching needs, students from the life experience, practical life, to dig the life meaning of mathematical knowledge, to capture the phenomenon of life in mathematics, reflect the "math from life, resides in life, with in life ", so that students understand the math on your side, and thus realized that the charm of math, feel the fun of math and realize that everyone learn valuable math, everyone can get the necessary math, different people in mathematics get different levels of development.

因此，在数学教学中，我们应从数学教学的需求出发，让学生从生活经验、生活实际中去挖掘数学知识的生活内涵、捕捉生活中的数学现象，体现"数学源于生活、寓于生活、用于生活"，使学生体会到数学就在身边，从而领悟到数学的魅力、感受到数学的乐趣，实现"人人学有价值的数学，人人都能获得必需的数学，不同的人在数学上得到不同的发展"。

The new mathematics curriculum yells mathematics teachers change traditional teachers" roles to nowadays teachers" roles. By analyzing the abuse of the traditional teachers roles and the requests about mathematics teachers which the new mathematics curriculum puts forward, we discover that from the lay of curriculum , mathematics teachers should actualize three facets changes as follows:from the single initiators of mathematics knowledge to the promoters of mathematics diathesis;(2)from the loyal executors of mathematics textbook to the devisers of mathematics instruction;(3)from the indoctrinators of mathematics knowledge to the organizers, guiders and participators of mathematics activity .

数学新课程呼唤数学教师由传统的教师角色向现代教师角色转变，通过分析传统数学教师角色的弊端及新课程对数学教师提出的要求，发现从课堂层面讲，数学教师角色主要要实现以下3方面的转变：(1)由单一的数学知识传授者向数学素质的促进者转变；(2)由教科书的忠实执行者向数学教学的设计者转变；(3)由数学知识的灌输者向数学活动的组织者、引导者和合作者转变。

与mathematics math相关的网络解释 [注：此内容来源于网络，仅供参考]

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