摘要
课程是培养大学生的科学素养与人文情怀的重要载体,而科学的评价体系在课程建设中发挥着承前启后的关键作用.在建构主义学习理论的指导下,从大学生开展学习活动的视角出发,设计了包含两个一级指标、六个二级指标以及十六个三级指标的大学数学课程学习效果的综合评价体系,然后运用层次分析法和模糊评价法,对北京市某高校的五百多名大学生进行了数学课程学习效果的实证研究.研究发现,丰富的学习情景有助于学生全面掌握数学的基础知识,跨学科教学才能真正培养学生的核心能力.
Curricula are basic carriers of scientific literacy and humane feelings,and a scientific evaluating system plays an important role during the process of certain curriculum construction.This paper designed an evaluating system of mathematics curriculum under the direction of constructivism learning theory,and then made an empirical research on more than500 university students with methods of fuzzy comprehensive evaluation and analytic hierarchy process.It was founded that various learning context helps students to obtain mathematical knowledge,while interdisciplinary teaching helps students to cultivate key competence.
作者
董庆华
戴桂冬
DONG Qing-hua;DAI Gui-dong(Department of Fundamental Courses,Beijing Institute of Fashion Technology,Beijing 100029,China;Economics and Management School,Beijing University of Technology,Beijing 100022,China)
出处
《数学的实践与认识》
北大核心
2020年第5期282-291,共10页
Mathematics in Practice and Theory
基金
北京市教育委员会2017年度科技计划面上项目-基于马尔科夫链的数学课程教学效果评价模型研究(KM201710012009)
北京服装学院2018年度重点教育教学改革项目-以能力为导向的混合式学习影响因素的实证研究(ZDJG-1811)。
关键词
数学课程
学习效果
模糊评价
层次分析
mathematics curriculum
learning effect
fuzzy comprehensive evaluation
analytic hierarchy process
