摘要
为了了解数学教学究竟如何运用数学史进行微课教学设计,以全国高校微课教学比赛中的3种"极限的概念"微课为样本,对教学策略选择中教学内容呈现方式与学习(教学)类型的组合方式进行了归纳分析和教学评价.现行高校微课的教学策略选择取向基于问题或基于案例呈现教学内容、以传递-接受式或以问题解决式进行学习(教学).教学设计主要不足之处在于数学史运用方式单调、数学史素材缺乏、忽视了微课服务对象的特质,并对此提出了有针对性的建议.
In order to understand how to design micro class teaching with mathematics history in mathematics teaching, this paper, taking the 3 micro classes of concept of limit in national micro class teaching competition as examples, carries out inductive analysis and teaching evaluation on the presentation mode of teaching contents and compound mode of learning （teaching） types in teaching strategy selection. The selection of teaching strategy in current college micro classes presents teaching contents based on questions or cases and learning （teaching） is conducted through the mode of delivery-acceptance or the mode of solving problems, and the main disadvantages of teaching design includes monotonous application of mathematics history, lack of mathematics history materials and ignorance of characteristics of service object of micro class. Based on that, it puts forward some corresponding suggestions.
出处
《江苏建筑职业技术学院学报》
2015年第3期54-57,67,共5页
Journal Of Jiangsu Vocational Institute of Architectural Technology
基金
2013年江苏省高等教育教改研究课题(2013JSJG320)
江苏省现代教育技术研究十二五规划2013年度课题(2013-R-26962)
江苏建筑职业技术学院校教研课题(2011-03)
江苏建筑职业技术学院基础部教学部课题(2014-05)
关键词
HPM
微课
教学策略
教学设计
同课异构
HPM
micro class
teaching strategy
teaching design
different structures of same class
