运用情境—问题—探究模式的高等数学教学  

Teaching of Advanced Mathematics With Situation-Problem-Exploration Mode

作　　者：胡超斌[1] 方承胜[1] 翁晓龙[1] 

机构地区：[1]空军雷达学院基础部,武汉430019

出　　处：《空军雷达学院学报》2010年第5期388-390,共3页Journal of Air Force Radar Academy

摘　　要：为激发学生的学习兴趣、提高其科学研究能力和科学素养.在分析情境—问题教学模式和问题—探究教学模式各自优势的基础上,针对高等数学教学的特点,提出情景—问题—探究教学模式.并以"Taylor公式"一节的教学为例进行创设情境→提出问题→探索研究→总结理论→深化拓展→质量评价等环节的课堂设计.实际教学验证,该教学模式在调动学生探索研究的主动性、激发学习兴趣,对抽象知识的理解和方法的掌握等方面有较好的教学效果.To inspire the students＇learning interests,and enhance their scientific research capability and scientific literacy,based on analyzing each advantage of situation-problem teaching mode and problem-exploration teaching mode,the situation-problem-exploration teaching mode was proposed,in terms of the features of advanced mathematics teaching.Taking an example of teaching of section ＇Taylor formula＇ to design those links,namely setting situation,raising question,exploring and studying,summarizing theory,deepening and expanding,quality evaluation etc.By teaching practice,it is shown that this teaching mode is of better teaching effect in terms of translating the students＇ initiative of exploration and study,inspiring their learning interests,understanding of abstract knowledge as well as mastering of methods and so on.

关 键 词：高等数学 情境—问题—探究模式 教学效果 

分 类 号：G642[文化科学—高等教育学] E251[文化科学—教育学]