Mathematics Education Reform-毕业论文翻译.docVIP

Mathematics Education Reform Abstract: The course content, teaching methods and evaluation system analyzes three aspects of the problems of traditional courses, indicating the way of reform. Keywords: mathematics course content, teaching methods, evaluation system 60 years since the founding of our mathematics education has formed its own characteristics, but there are clear deficiencies exist. For example, the pursuit of formal teaching content, partial Complex, darker, familiar from the real life of students, imposed the mandatory contents of esoteric students, the application of mathematics and mathematical modeling example less attention to the results of the neglect of teaching the process of “cramming” method of teaching has not fundamentally changed Conclusion memory and more a lack of self-learning process of students explore opportunities for independent thinking, learning a single, passive, learning interest, in the evaluation of the way there are still large areas of single summative assessment, only on test scores of the phenomenon. for these problems, the majority of teachers are exploring the path of reform, classroom teaching has made significant reforms, pay attention to guide students through the formation of mathematical knowledge, the creation of the problem situation, the self-exploration, cooperation and exchange, emphasizing the practical application of mathematics, mathematical modeling and so on. Here’s the problem, from the course content, teaching methods and evaluation system reform in three areas to talk about his views. 1. Curriculum Reform Traditional mathematics curriculum too much emphasis on theory of integrity, unity and ignore the application, showing a more than theoretical, applied less to prove more, modeling less features. Although the original teaching system of logical thinking in students played an important role, but cuts off the link between theory and application, resulting in learning for learning,