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数学教学的三种水平及其理论分析

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摘要 在数学教学实践中,从教学指导思想定位、教学目标设定、教学内容呈现、教学模式选择、教学策略运用、教学组织形式构架、教学评价实施等方面考量,不同水平的教师作出的教学设计和教学实施都存在明显的差异,这些差异会直接导致教学效果和教学效率的不同.本文以教学实践中存在的这种事实为前提,提出一种数学教学的分层构想,并对不同教学层次的依据作出分析.
作者 喻平
出处 《高中数学教与学》 2012年第6期3-8,共6页
基金 全国教育科学“十一五”规划重点课题:中国数学教育研究30年(DAA080080).
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参考文献8

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