差异性数学教学策略研究
Differences in Mathematics Teaching Strategies
11800字 20页
目录
摘要 3
第一章 引言 4
1.1研究的目的与意义 4
1.2差异性教学问题的提出 4
1.2.1差异性教学的定义 4
1.2.2 差异性教学的主要观点 4
1.3差异性教学的必要性 5
1.3.1 学生差异性的客观存在 5
1.3.2学生差异性的特性 5
1.3.3如何正确对待学生差异 6
第二章 差异性教学的意义 6
2.1 差异性教学对于学生的意义 6
2.2差异性教学对于教师的要求 6
第三章 差异性教学的一般形式 7
3.1小组合作 7
3.2学生互动 7
3.3开放式的教学 7
3.4可能情况下的单独辅导 8
3.5远程多媒体教育 8
第四章 差异性教学的策略 9
4.1课前准备的相关策略 9
4.1.1教育观的树立 9
4.1.2教学目标的确立 9
4.1.3 学生差异的鉴别 9
4.2 课堂教学的相关策略 10
4.2.1洛必达法则（抽象定理的形象理解） 10
4.2.2积分中值定理（开闭有别，层次体现在细节之中） 13
4.2.3条件极值（复杂定理的简单记忆） 15
4.2.4行秩=列秩（基本定理的多种证明） 16
4.2.5课堂差异性讲解的注意点 16
4.3课后辅导的相关策略 17
4.3.1作业与练习的差异性 17
4.3.2评价标准的差异性 18
结束语 18
致谢 19
摘要：在这个以个性化、多元化为关键词的现代社会中，学生的个体差异性彰显得尤为突出，一方面学生对更具个体化的教育需求日益上涨，另一方面社会进步和发展需要不同层次和不同类型的人才，多元文化追求“差异性的价值”，这是个人与社会对差异教学的双重要求，在此背景下，旨在为学生匹配最效率教育方式促进学生最优化发展的差异性教学应运而生。
数学作为理工科基础课程，正面临着一系列的教育改革问题，一方面随着社会发展和科技进步对于数学的要求程度越来越高，另一方面随着我国数学教育的逐渐普及、大学的不断扩招，中学生入学人数不断增加，基础、兴趣、能力、需求等差异在学生群体中日益凸显。数学教学中如果不顾及学生基础、能力等方面的差异因素，仍然同一课程内容下采用同一要求、同一方法来授课，不能因材施教，不腀@浞终展搜母鲂圆钜欤荒苊嫦蛉逖箍赡芑峒泳缪牧郊只焕谘淖钣呕⒄埂１疚奈私饩鍪Ы萄е校芰Σ尾畈黄胗胪唤萄б蟮拿苷庖晃侍猓鍪Р钜煨越萄У囊恍┧伎加胩寤幔约叭绾尾扇∮行У慕萄Р呗裕锏绞寡钣呕⒄沟慕萄康命br> 关键词：差异性 数学教学 策略
Differences in Mathematics Teaching Strategies
Abstract : In this personalized , diversified modern society as a keyword , highlight the individual differences of students was particularly prominent , while the students more individualized education rising demand , on the other hand social progress and development needs different levels and types of personnel, multicultural pursuit of " differences in values ," which is a personal and social differences between the dual demands of teaching, in this context, is designed to educate students to match the most efficient way to promote the optimal development of students teaching differences emerged .
Mathematics as a science and engineering -based curriculum , is facing a series of educational reforms , on the one hand with social development and technological progress to higher and higher mathematics degree requirements , on the other hand with the increasing popularity of mathematics education at the University of continued enrollment, increasing enrollment high school students , based on their interests, abilities , needs and other differences in the student population has become increasingly prominent . If in spite of mathematics teaching and student base , and other aspects of difference element remains the same course content using the same requirements, the same method to teach , not individualized, cannot fully take care of individual differences of students , not for all students, but also may exacerbate students polarization, is not conducive to the optimal development of students . In this paper, in order to solve this problem in mathematics teaching , students of varying ability contradiction with the same teaching requirements , leads to some of the differences in thinking and experience of teaching mathematics , and how to take effective teaching strategies , to enable students to optimize the development of teaching purposes
Key words: Math Level Differences Details Development Strategy
