东西方数学教育的比较平衡点.精品.pptVIP

1.各国中学数学讲授新课基本上采用这样的程序：老师提出问题，学生自学预习；学生在老师的指导下理解所学的内容；巩固所学的内容；检测所学的知识。 3.第二次世界大战后各国都进行了程度不同的教学方法改革，中学教学也不例外。通过教育改革各国都重视如何提高学生素质、培养能力的教学，尤其重视启发式教学思想在学科教学中的应用。 国内的小学生甚至用旅行箱用作书包，他们的压力是可想而知的。无聊的课堂，成堆的作业，家长老师不断施加的压力，还有各种补习班，不仅虐杀了他们的学习兴趣，还易导致厌学情绪。而我国的小学数学教学往往过分强调精确和严密，忽视了给学生留下开放的想象空间，这又极易扼杀学生的创造性思维和积极性。 In looking at what differentiates education systems in countries whose students do better than ours, some things stand out. We are one of very few countries without a nationally defined curriculum. There is not a common understanding of what students should know and be able to do. In a mobile society, children can end up with gaps in their knowledge. It is particularly interesting that in countries such as France, Singapore and Hungary, while the needs of individual children are valued and respected, there is an overriding goal that encompasses what a nation’s students need in common. There is attention to the national agenda, identity, culture. While at grade 4 we studied what most of the world does, our 8th grade math content was less rigorous than most countries; Tied to this is the absence of incentives for students to study hard and achieve well. In some places, efforts are being made to address this issue. Some states are working on high school exit exams. Few have yet established a rigorous standard. In the videotape study, about one in three U.S. classes was interrupted, an event that NEVER occurred in Japan. This speaks to how learning is valued in Japan. Some will say that this is a difference in culture and we can’t expect that here. It is, however, our challenge to figure out how to make the valuing of education the culture here instead of dismissing that idea as impossible. Further, when they enter the profession, U.S. teachers do not get the support that some worldwide colleagues do that allows them to learn from excellent teachers. Experienced teachers also have little opportunity to talk with colleagues about instruction in the interest of better