Self-teaching in higher mathematics teaching in the practice of.docVIP

Self-teaching in higher mathematics teaching in the practice of Abstract: Self-teaching students to write papers emphasize the cognitive and architectural competence, teaching should be student-centered, so that students become masters of managing their own learning. With higher mathematics teaching, for example, its self-teaching can be divided into intensive reading  extensive reading  statements to reflect  integration   application and evaluation six links, it is a living open system design cycle. Keywords:: self-service; instructional design; higher mathematics; loop open system Self-Instructional Design and Construction emphasizes the cognitive ability of students to require the teaching should be student-centered, to give the students to control and manage their own rights and opportunities for learning, while teaching the designer’s main task is to guide students and provide students with the learning environment to enable students to become masters of managing their own learning, teachers, student guidance only, organizers and guides. Self-teaching model three objectives are: learning to learn, develop intelligence and ability to develop individuality and creativity. In order to achieve this instruction will entail matching instructional design. Since 2003, I am self-teaching practice in higher mathematics conducted a preliminary exploration, here to talk about their personal experience. First, self-teaching, Teaching the design of the six With higher mathematics teaching, for example, the self-teaching extensive reading can be divided into Jingjiang → → presentation → reflection → Integration → Application and evaluation of six links. 1. Jingjiang stage First, the teaching of teachers to determine goals and objectives, the teaching task, and then against the goal of a teaching tasks in mathematics, problem-solving means to explain. Can use a combination of teaching and inspiring way to explain the expensive, not too many c