Mathematics Curriculum Update- Deconstruction set of knowledge-毕业论文翻译.docVIP

Mathematics Curriculum Update- Deconstruction set of knowledge-毕业论文翻译.doc

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Mathematics Curriculum Update- Deconstruction set of knowledge-毕业论文翻译

Mathematics Curriculum Update: Deconstruction set of knowledge [Abstract] the lack of life of the mathematics curriculum, one important reason is the mathematical set the retention of knowledge in the curriculum. Mathematics curriculum of liberation, the first is the liberation of human mathematical knowledge is empirical knowledge of mathematics students in the reduction. Deconstruction set of knowledge, mathematics curriculum should follow the strong activation of the Center, through implementation experience and return to the three fundamental principles of a movement for students to learn math, have fun in math, useful math and mathematical temperature, thereby restoring the life of mathematics curriculum vitality. [Keywords:] mathematics curriculum, mathematics teaching, mathematics teaching design Mathematics is not dynamic, not reach the level of life, of course, for many reasons. However, one important reason is that there are many courses set knowledge. The so-called set of knowledge, is the man the whole world know about state The large screen, removing the individual’s particular experience, leaving the more material can be accepted, and then the sub-gate of, objective, abstract, systematic, and even standardized precision processing, compiled from the knowledge system. Set knowledge is only part of the knowledge. In general, many textbooks on the lay out of the material that is set, maths course at this point was particularly typical. First, the mathematics curriculum needs “some sort of relief,” Activation To more effectively for the fresh vitality into the mathematics curriculum to better train students with mathematical aptitude to go, we must reconstruct the mathematical knowledge of the course, which is the deconstruction of knowledge of mathematics package, making it the experience and knowledge of mathematics integration. empirical knowledge is dynamic. is based on the learner as the main, continue to resonate with the learner’s ex

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