查询词典 mathematics math

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。

The study shows that generally the mathematics view of normal university studentsmajoring in mathematics is right, they depict mathematics learning as a dynamical process.Besides some special traits belong to mathematics, estimation, measurement and decisionmaking themselves are also in the math field;however there are still some people warp themathematics view, believe that mathematics is an apodeictic collection. Haven\'t realized thepower 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 receiveacknowledge. What is more, there are different believes existing in the understanding ofmathematics essence, mathematics value and mathematics learning.

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(来源：Ad4BC论文网www.abclunwen.com)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。

The study shows that generally the mathematics view of normal university studentsmajoring in mathematics is right, they depict mathematics learning as a dynamical process.Besides some special traits belong to mathematics, estimation, measurement and decisionmaking themselves are also in the math field;however there are still some people warp themathematics view, believe that mathematics is an apodeictic collection. Haven"t realized thepower that mathematics can improve people"s taste ability and perfect peoples personality,they believe that math learning is a passive process during which students receiveacknowledge. What is more, there are different believes existing in the understanding ofmathematics essence, mathematics value and mathematics learning. These believes vary withdifferent 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。

The new curriculum emphasizes mathematics and the real life relation, but also proposed specially mathematics teaching is mathematics activity teaching, is also lets the student career mathematization process the activity, lets the student embark from own mathematics reality, catches mathematics question with mathematics judgment in the life, utilizes mathematics knowledge analysis life phenomenon on own initiative, thus solves the actual problem which independently in the life meets.

新课程强调数学与现实生活的联系，还特别提出了数学教学是数学活动的教学，也就是让学生经历数学化过程的活动，让学生从自己的数学现实出发，用数学的眼光在生活中捕捉数学问题，主动地运用数学知识分析生活现象，从而自主地解决生活中所遇到的实际问题。

It mainly discusses the cultural attributes of mathematics: math is science, math is arts, math is philosophy ,math is tool; And it also talks about educational value of mathematics: cultivating peoples scientific knowledge and humanistic quality.

本部分主要探究数学的文化属性，从数学语言的角度具体阐述数学文化的具体表现，即数学是科学、是艺术、是哲学、是运用的工具；以及它的教育价值，即培养人的科学素养和人文素养。

Moreover the thesis analyse specificness of the new system in details:The process of Mathematics learning strategies.The colony of Mathematics learning strategies.The activities of Mathematics learning strategies.The individuality of Mathematics learning strategies.The modernnization of Mathematics learning strategies.The new system of mathematics learning cant apart from the firm theory foundation.

本文在对《标准》的总体目标及学习目标进行分析的基础上，构建了《标准》指导下的新的数学学习策略的体系，并分析了新的数学学习策略所呈现出的新的特点：——数学学习策略的过程性；——数学学习策略的群体性；——数学学习策略的活动性；——数学学习策略的个体性；——数学学习策略的现代化；构建新的数学学习策略体系离不开坚实的理论基础。

China has implemented new courses in a few years, the study of middle school teachers teaching and students studying math on the investigation at this stage Instructional Design Research expounded on the need from classroom teaching and learning theories analysis, to find guidance in the design of classroom teaching under the new curriculum theory and classroom teaching on the design analysis of the whole process; From the typical class (class mathematical concepts and mathematical theory classes and study complicated math classes, the study of mathematics learning courses, open learning mathematics classes, cooperative learning math lessons) teaching the practice of design study, initial design, this is my classroom teaching design in recent years the practice of summary, the results of this study reflect.

新课程在我国已实施好几年了，本研究通过对初中教师与学生数学教学情况的调查，阐述研究现阶段课堂教学设计的必要性；从课堂教学理论、学习理论的分析中，寻找指导新课程下课堂教学设计的理论，并就课堂教学设计的全过程进行剖析；从几种典型课(数学概念课、数学原理课、数学复习课、数学研究性学习课、数学开放探究课、数学合作学习课)的课堂教学设计的实践研究中，提出初步的设计思路，这既是本人近年来课堂教学设计的实践总结，也是本研究的成果体现。

Chapter Five shows the case study of the beauty of math in high school teaching. Conic section is taken as an example to unearth the beauty of mathematics in from the following three aspects: 1. the language beauty of conic section reveals the external formal beauty; 2. the methodological beauty and the logical beauty of conic section reflect the internal rational beauty; 3. the beauty of mathematics in conic section reveals the new value in internal knowledge structure of textbooks. Moreover, the application of the beauty of mathematics in high school math teaching is also discussed from the following four points of view: the pursuit of conciseness, the construction of symmetry, the utilization of unity and the discovery of uniqueness.

首先，以圆锥曲线教学为案例来挖掘中学数学教学中的数学美，具体从三个层次探讨①圆锥曲线语言之美，是数学美的外在形式美具体展现；②圆锥曲线方法美、逻辑美，是深层次数学美的内在理性美的反映；③在圆锥曲线的教学过程中，利用其数学美处理教材，揭示内在知识结构的新价值；其次，提出数学美在中学数学学习中的具体案例运用，并具体从追求简洁性、构造对称性、利用统一性和发现奇异性四个方面来举例探讨。

You can do some assertiveness training.

你可以进行一些自信训练。

We were well on the path to making a rear-wheel-drive global platform," says Mays."

我们正致力于建立一个后轮驱动的平台，"Mays这样说道。"