高职数学课程“水”的成因与“金课”表征探究  

Research on the Causes of“Water”in Higher Vocational Mathematics Course and the Characterization of“Gold Course”

作　　者：朱彩兰[1] 刘丹[2] 门可佩 张红锋[1] Zhu Cailan;Liu Dan;Men Kepei;Zhang Hongfeng

机构地区：[1]江海职业技术学院,江苏扬州225101 [2]南京信息工程大学,江苏南京210044 [3]扬州大学数学科学学院,江苏扬州225002

出　　处：《高等继续教育学报》2021年第5期24-29,共6页Journal of Continuing Higher Education

基　　金：江苏省教育厅高校哲学社会科学研究项目“高素质技能型人才必备数学素养探究”(2019SJA1844);江苏省“青蓝工程”优秀青年骨干教师培养基金资助项目(苏教师[2019]3号);国家自然科学基金(“基于通信协议的复杂网络同步与牵制控制”61773017).

摘　　要：高职院校数学教学目前存在“四滴水”:学生学习态度“水”,课程授课内容“水”,教师教改力度“水”,教学管理制度“水”。围绕新时代高职院校人才培养目标,从高职数学成为“金课”的必要条件入手,指出高职数学“金课”应具备“五多”表现特征:课程内容“干货”多、课堂参与教学多、课后投入精力多、课程考核方式多、课程结束收获多。This paper summarizes the existing“four drops of water”in mathematics courses in higher vocational colleges:students'learning attitude“water”,course teaching content“water”,teachers'teaching reform“water”,and teaching management system“water”.Based on the talent training goal of higher vocational colleges in the new era,this paper starts with the necessary conditions for higher vocational mathematics to become a“golden course”,and points out that the“golden course”of higher vocational mathematics should have“five characteristics”:more“dry material”of course content,more participation in classroom teaching,more energy after class,more ways of course examination,and more harvest at the end of the course.

关 键 词：水课 金课 高职院校 高职数学 

分 类 号：G71[文化科学—职业技术教育学]