问题驱动 多元表征的概念教学探究——对偶线性规划教学案例设计  

A Study of Teaching Method Based on Problem-Driven and Multiple Representation——Design of Dual Linear Programming Teaching Case

作　　者：姜虹[1] 杨慧娟[2] 徐斌艳[3] 

机构地区：[1]青岛大学数学与统计学院,青岛266071 [2]青岛大学师范学院,青岛266071 [3]华东师范大学课程与教学系,上海200062

出　　处：《高等数学研究》2016年第3期56-59,共4页Studies in College Mathematics

基　　金：国家自然科学基金(71371102)

摘　　要：数学与应用数学(师范)专业中的《运筹学》具有跨学科、实践性的课程特点,目标在于培养职前教师用数学方法解决实际问题的能力.结合义务教育阶段新课程标准中"四基"的提出这一背景,本文将以线性规划部分(运筹数学)对偶线性规划概念的引入这一知识模块为例,探讨通过问题串形式进行问题驱动、多元表征的概念教学过程.即遵循问题驱动—兴趣驱动—问题意识发展—提出和解决新问题,依据数学与外部联系、数学内部联系两条主线设计教学和学习,探索如何通过问题驱动、多元表征的结构化教学过程引导学生的学习方式发生改变,增强探究学习的动机,发展问题解决能力.课堂教学实践证明效果优于以往单一的讲授式教学法,一定程度上提高了学生的学业成绩、应用问题的兴趣和问题解决意识.＂ Operational Research＂ is an interdisciplinary, practical curriculum of Mathematics and Applied Mathematics Major （teacher-training）, which aims at the ability cultivation for pre-service teachers＇ to solve practical problems with mathematical methods. Combined with the background of ＂four bases＂, according to the new curriculum standard of compulsory education stage, this paper introduces a teaching module of ＂problem- driving, multiple representations＂, with the teaching of ＂dual linear programming＂ as an example. Following issues driven , interest driven, consciousness development , problem analysis and new problems solving, according to the internal and external relations of mathematics , and through the structured teaching multi-representations, we have explored how to drive and guide students＇ learning style to change. It can enhance the development of inquiry learning motivation, and improve the ability of problem-solving. Teaching practice have proved that the effect is better than the previous single teaching method. Students＇ interest and problem-consciousness, academic record have been improved to some extent.

关 键 词：问题驱动 多元表征 对偶线性规划 检验数 概念 

分 类 号：G421[文化科学—课程与教学论]