中职数学“双线融合式”教学的有效实践  

On the Effective Practice of "Double-Line Integrated" Teaching for Secondary Vocational Mathematics

作　　者：秦雁 

机构地区：[1]宁波市镇海区职业教育中心学校,浙江宁波315201

出　　处：《科教文汇》2014年第21期120-121,共2页Journal of Science and Education

摘　　要：许多中职学生不喜欢数学、学不好数学的一个重要原因是听不懂数学,要让他们从一贯以来的听不懂走向听得懂,就不能无视原有的学习基础。"双线融合式"教学立足于学生的学习基础,采用双线并进的方式,一条是常规高中数学知识所形成的按学科逻辑发展的教学线,为主线,一条是按主线顺序与高中核心概念、重要定理及公式相对应的必备初中(甚至小学)知识所形成的教学线,为副线,两线看似相互平行,却在教学实施中始终相互交融。本文简要阐述了在"双线融合式"教学实施过程中的几个有效做法。An important reason causing secondary vocational stu-dents＆#39; dislike of mathematics and failure to learn mathematics well is that they cannot understand what the teacher teaches in class. To make them understand what the teacher teaches in class, their original learning foundation cannot be ignored. The＆quot;double-line integrated＆quot;teaching is based on students＆#39; learning foundation and adopts the style with both lines advancing togeth-er. One is the main line, namely, the teaching line formed by conventional senior high school mathematics knowledge in ac-cordance with the logic development of the subject, and the other is the subordinate line, namely, the teaching line formed by nec-essary junior high school （even primary school） knowledge which accords with senior high school core concepts, important theo-rems and formulas in accordance with the main line. The two lines seem parallel, but they are always integrated in the imple-mentation of teaching. This paper briefly elaborated several ef-fective measures of implementing the ＆quot;double-line integrated＆quot;teaching.

关 键 词：双线融合式 教学 中职数学 

分 类 号：G712[文化科学—职业技术教育学]