基于整体单元化设计理念的函数单调性教学

函数是高中数学教学中的重点,十分考验学生的数学思维以及逻辑能力,教师需要以函数概念的深入分析为出发点,逐步夯实学生的学习基础,保障学生实现事半功倍和举一反三的成效。新课改之后的教材编写要求有了明显的变动,单元教学备受瞩目。教师开始以整体单元化设计理念为基础,针对性地开展函数教学工作,深化学生对所学知识的认知和理解。本文结合整体化教学的具体概念,了解单元化教学设计的实质要求,围绕函数单调性教学来引导学生自由发散,提出相应的参考对策和意见,以期为推进教育创新和改进提供参考和依据。

多媒体与函数单调性教学的创新融合

以函数单调性的新授课与复习课为载体,据所研究学习内容,精心设计教学,引导学生进入最近发展区,从融合的概念、意义、时机、方式、说明五个方面,探究多媒体与函数单调性教学的创新融合,展示数学知识发生发展过程,有效构建数学思想方法体系,发展学生个性品质,提高学生数学素养。

基于APOS理论的函数性质教学研究

对传统教学观下的函数概念教学进行反思,探讨应用APOS理论指导函数性质教学。设计出APOS理论指导下的函数性质教学方案,从现实原型、抽象过程、形式化、数学思维方法等多方位引导学生理解函数性质,符合学生主动建构的教育原理。

思想政治课,应如何激发学生的学习兴趣

在思想政治课教学中调动学生学习兴趣和主动性的有效方法比较多,只要教师认真钻研教材,在备课的同时,注意备学生、备方法,选择灵活多样、切合实际的方法,就一定能达到激发学生学习兴趣,提高思想政治教育教学效果的目的。

Discourse Intonation and Teacher Cognition

This study examines the relationship between discourse intonation （henceforth DI） and teacher cognition. Drawing on the rich literature on the teacher cognition in grammar, this study borrows some relevant insights for a better understanding of the relationship between teacher cognition and DI. Following a qualitative treatment, the study concludes that instruction on D1 is a dynamic debate fed by both teacher training and teachers＇ experience of teaching and learning in general, which leads into suggesting the need for any teacher training on DI to take into account both DI knowledge as well as teacher core and peripheral belief. The contribution of the study lies in its tapping of a relatively poorly investigated area and offering advances on the many negative or simplistic teacher attitudes regarding intonation instruction as expressed in the literature, as well as in bringing to the surfaces something which teachers sometimes are not explicitly aware of.