借助综合难度模型,选取2022~2024年湖南省中考数学试题,从背景、知识与技能、运算、推理、认知和表征水平六个维度对试题进行比较,统筹总体综合难度系数,进而得到四套试题的变化差异:关联背景和复杂符号运算的题目所占比例均偏低;而知...借助综合难度模型,选取2022~2024年湖南省中考数学试题,从背景、知识与技能、运算、推理、认知和表征水平六个维度对试题进行比较,统筹总体综合难度系数,进而得到四套试题的变化差异:关联背景和复杂符号运算的题目所占比例均偏低;而知识与技能的各个水平层次之间的占比存在较大差异;推理与认知水平维度的各个水平层次占比也呈现出不均衡的特点;此外,综合难度系数方面也存在一定的差异性。由此提出建议:适当增加情境性背景试题,培养跨学科的应用意识;提高开放性试题比例,注重与学科思政的有机融合;依照课程标准命题,科学设置数学试题综合难度。With the help of the comprehensive difficulty model, select the math questions 2022~2024 Hunan Province high school entrance exam math questions, compare the test questions from six dimensions of background, knowledge and skill, operation, reasoning, cognition, and representation level, coordinate the overall comprehensive difficulty coefficient and get the differences of the four sets of questions: the proportion of questions with background and complex symbol operation is low;the proportion between knowledge and skill is quite different;the proportion of reasoning and cognition is also unbalanced;moreover, there are some differences in the comprehensive difficulty coefficient. Therefore, the relevant suggestions are put forward: appropriately enhance the situation of the test background and cultivate students’ cross-disciplinary application consciousness;maintain the overall comprehensive difficulty and promote the construction of students’ knowledge context system;appropriately increase the proportion of open test questions and pay attention to the organic integration with the ideological and political discipline;scientifically set the comprehensive difficulty of mathematics test questions according to the curriculum standard proposition.展开更多
文章探讨了数学语言对学生理解能力的影响,强调了符号与意义之间的桥梁作用。研究指出,传统教学注重符号记忆,将符号简单传递视为终极目标,忽视了符号背后更深层的意义,导致学生难以融会贯通。通过实证研究,提出情境教学法与视觉化策略...文章探讨了数学语言对学生理解能力的影响,强调了符号与意义之间的桥梁作用。研究指出,传统教学注重符号记忆,将符号简单传递视为终极目标,忽视了符号背后更深层的意义,导致学生难以融会贯通。通过实证研究,提出情境教学法与视觉化策略能有效提升学生对数学语言概念的深层理解。展示了如何将抽象符号与实际情境结合,从而促进学生认知转化。文章提出要构建创新的数学语言教学体系,提升学生思维品质。This paper explores the impact of math language on students’ comprehension abilities, emphasizing the role of the bridge between symbols and meaning. The study points out that traditional teaching focuses on symbol memorization and regards the simple transmission of symbols as the ultimate goal, ignoring the deeper meaning behind the symbols, which makes it difficult for students to integrate the concepts. Through empirical research, it is proposed that contextual pedagogy and visualization strategies can effectively enhance students’ deeper understanding of mathematical language concepts. It demonstrates how to combine abstract symbols with real-world contexts so as to facilitate students’ cognitive transformation. This paper proposes to build an innovative math language teaching system to enhance the quality of students’ thinking.展开更多
学生的核心素养是指学生应具备的,能够适应终身发展和社会发展需要的必备品格和关键能力。国家新一轮的课程改革提出要着重培养学生的核心素养,提高学生的核心竞争力,在数学教学时帮助学生更好地理解并掌握数学知识,增强学生的创新精神...学生的核心素养是指学生应具备的,能够适应终身发展和社会发展需要的必备品格和关键能力。国家新一轮的课程改革提出要着重培养学生的核心素养,提高学生的核心竞争力,在数学教学时帮助学生更好地理解并掌握数学知识,增强学生的创新精神和数学应用能力。而数学大单元教学能够有效地培养学生的数学学科核心素养,提升学生的数学学习能力,于是大单元教学逐渐成为高中数学课堂所推崇的教学方式。本文立足于高中数学教学实践,深入探讨数学核心素养和大单元教学的内涵,在阐述核心素养导向下的数学大单元教学意义的基础上,给出了数学大单元教学原则,提出了数学大单元教学策略,并通过具体的教学案例对高中数学大单元教学展开深入研究。The core literacy of students refers to the essential qualities and key abilities that students should possess to adapt to lifelong and social development needs. The new round of curriculum reform in the country proposes to focus on cultivating students’ core literacy, improving their core competitiveness, helping students better understand and master mathematical knowledge in mathematics teaching, and enhancing students’ innovative spirit and mathematical application ability. And mathematics unit teaching can effectively cultivate students’ core mathematical literacy and enhance their mathematical learning ability, so large unit teaching has gradually become a teaching method advocated in high school mathematics classrooms. This article is based on the practice of high school mathematics teaching, deeply exploring the connotation of mathematical core literacy and large unit teaching. On the basis of elaborating the significance of mathematics large unit teaching under the guidance of core literacy, it provides the principles of mathematics large unit teaching, proposes teaching strategies for mathematics large unit, and conducts in-depth research on high school mathematics large unit teaching through specific teaching cases.展开更多
跨学科教学是当前基础教育改革的关注点,其策略是教师有效实施跨学科教学的重要手段与方式,需要进行积极研究与挖掘。本文以解决跨学科教学中的实际问题为驱动、以高中数学教学为载体、以研究高中数学跨学科教学策略为目的,对高中数学...跨学科教学是当前基础教育改革的关注点,其策略是教师有效实施跨学科教学的重要手段与方式,需要进行积极研究与挖掘。本文以解决跨学科教学中的实际问题为驱动、以高中数学教学为载体、以研究高中数学跨学科教学策略为目的,对高中数学跨学科教与学现状进行分析,并在此基础上有针对性地提出高中数学跨学科教学策略,以期为教育改革和跨学科高中数学教学方法的创新提供一定的参考与借鉴。Interdisciplinary teaching is the focus of the current basic education reform, and its strategy is an important means and way for teachers to effectively implement interdisciplinary teaching, which needs to be actively studied and explored. Driven by solving practical problems in interdisciplinary teaching, with senior high school mathematics teaching as the carrier, and with the purpose of studying senior high school mathematics interdisciplinary teaching strategies, this paper analyzes the current situation of senior high school mathematics interdisciplinary teaching and learning, and proposes targeted senior high school mathematics interdisciplinary teaching strategies on this basis in order to provide a certain reference for the education reform and the innovation of interdisciplinary high school mathematics teaching methods.展开更多
文摘借助综合难度模型,选取2022~2024年湖南省中考数学试题,从背景、知识与技能、运算、推理、认知和表征水平六个维度对试题进行比较,统筹总体综合难度系数,进而得到四套试题的变化差异:关联背景和复杂符号运算的题目所占比例均偏低;而知识与技能的各个水平层次之间的占比存在较大差异;推理与认知水平维度的各个水平层次占比也呈现出不均衡的特点;此外,综合难度系数方面也存在一定的差异性。由此提出建议:适当增加情境性背景试题,培养跨学科的应用意识;提高开放性试题比例,注重与学科思政的有机融合;依照课程标准命题,科学设置数学试题综合难度。With the help of the comprehensive difficulty model, select the math questions 2022~2024 Hunan Province high school entrance exam math questions, compare the test questions from six dimensions of background, knowledge and skill, operation, reasoning, cognition, and representation level, coordinate the overall comprehensive difficulty coefficient and get the differences of the four sets of questions: the proportion of questions with background and complex symbol operation is low;the proportion between knowledge and skill is quite different;the proportion of reasoning and cognition is also unbalanced;moreover, there are some differences in the comprehensive difficulty coefficient. Therefore, the relevant suggestions are put forward: appropriately enhance the situation of the test background and cultivate students’ cross-disciplinary application consciousness;maintain the overall comprehensive difficulty and promote the construction of students’ knowledge context system;appropriately increase the proportion of open test questions and pay attention to the organic integration with the ideological and political discipline;scientifically set the comprehensive difficulty of mathematics test questions according to the curriculum standard proposition.
文摘文章探讨了数学语言对学生理解能力的影响,强调了符号与意义之间的桥梁作用。研究指出,传统教学注重符号记忆,将符号简单传递视为终极目标,忽视了符号背后更深层的意义,导致学生难以融会贯通。通过实证研究,提出情境教学法与视觉化策略能有效提升学生对数学语言概念的深层理解。展示了如何将抽象符号与实际情境结合,从而促进学生认知转化。文章提出要构建创新的数学语言教学体系,提升学生思维品质。This paper explores the impact of math language on students’ comprehension abilities, emphasizing the role of the bridge between symbols and meaning. The study points out that traditional teaching focuses on symbol memorization and regards the simple transmission of symbols as the ultimate goal, ignoring the deeper meaning behind the symbols, which makes it difficult for students to integrate the concepts. Through empirical research, it is proposed that contextual pedagogy and visualization strategies can effectively enhance students’ deeper understanding of mathematical language concepts. It demonstrates how to combine abstract symbols with real-world contexts so as to facilitate students’ cognitive transformation. This paper proposes to build an innovative math language teaching system to enhance the quality of students’ thinking.
文摘学生的核心素养是指学生应具备的,能够适应终身发展和社会发展需要的必备品格和关键能力。国家新一轮的课程改革提出要着重培养学生的核心素养,提高学生的核心竞争力,在数学教学时帮助学生更好地理解并掌握数学知识,增强学生的创新精神和数学应用能力。而数学大单元教学能够有效地培养学生的数学学科核心素养,提升学生的数学学习能力,于是大单元教学逐渐成为高中数学课堂所推崇的教学方式。本文立足于高中数学教学实践,深入探讨数学核心素养和大单元教学的内涵,在阐述核心素养导向下的数学大单元教学意义的基础上,给出了数学大单元教学原则,提出了数学大单元教学策略,并通过具体的教学案例对高中数学大单元教学展开深入研究。The core literacy of students refers to the essential qualities and key abilities that students should possess to adapt to lifelong and social development needs. The new round of curriculum reform in the country proposes to focus on cultivating students’ core literacy, improving their core competitiveness, helping students better understand and master mathematical knowledge in mathematics teaching, and enhancing students’ innovative spirit and mathematical application ability. And mathematics unit teaching can effectively cultivate students’ core mathematical literacy and enhance their mathematical learning ability, so large unit teaching has gradually become a teaching method advocated in high school mathematics classrooms. This article is based on the practice of high school mathematics teaching, deeply exploring the connotation of mathematical core literacy and large unit teaching. On the basis of elaborating the significance of mathematics large unit teaching under the guidance of core literacy, it provides the principles of mathematics large unit teaching, proposes teaching strategies for mathematics large unit, and conducts in-depth research on high school mathematics large unit teaching through specific teaching cases.
文摘跨学科教学是当前基础教育改革的关注点,其策略是教师有效实施跨学科教学的重要手段与方式,需要进行积极研究与挖掘。本文以解决跨学科教学中的实际问题为驱动、以高中数学教学为载体、以研究高中数学跨学科教学策略为目的,对高中数学跨学科教与学现状进行分析,并在此基础上有针对性地提出高中数学跨学科教学策略,以期为教育改革和跨学科高中数学教学方法的创新提供一定的参考与借鉴。Interdisciplinary teaching is the focus of the current basic education reform, and its strategy is an important means and way for teachers to effectively implement interdisciplinary teaching, which needs to be actively studied and explored. Driven by solving practical problems in interdisciplinary teaching, with senior high school mathematics teaching as the carrier, and with the purpose of studying senior high school mathematics interdisciplinary teaching strategies, this paper analyzes the current situation of senior high school mathematics interdisciplinary teaching and learning, and proposes targeted senior high school mathematics interdisciplinary teaching strategies on this basis in order to provide a certain reference for the education reform and the innovation of interdisciplinary high school mathematics teaching methods.
