數學教育 的英文怎麼說

中文拼音 [shǔxuéjiāoyù]
數學教育 英文
education mathematique l'
  • 數 : 數副詞（屢次） frequently; repeatedly
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 教 : 教動詞（把知識或技能傳給人） teach; instruct
  • 育 : 育動詞1. （生育） give birth to 2. （養活; 培育） rear; raise; bring up 3. （教育） educate
  • 數學 : mathematics
  • 教育 : 1 （按一定的目的要求 對受教育者的德、智、體諸方面施以影響的一種有計劃的活動 一般指學校教育 泛指一...
  1. In my opinion, the relation between maths and humanity is inevitable and humanity is essential character of contemporary maths

    本文認為，數學與人文有著必然的聯系，人文性是現代中學數學教育教學的本質特徵。
  2. The hc value in the middle school mathematic education represented some face as fbllowings : grasping the essence through the phenomenon, bung up student the physical weltanschauung. highlighting the processor around the result, taking student to sense searching spirit. giving attention to form and content, holding student to strength taste consciousness

    中學數學教育中的人文價值從以下幾個方面體現：透過現象看本質，重在培養學生的辯證唯物主義世界觀；圍繞結果重過程，重在讓學生感受理性探索精神的偉大；兼顧形式與內容，重在培養學生的審美意識；緊扣數學與教育，發展人性，完善人格。
  3. Mathematics education can make students form the way of rational thinking, exert favorable influences on their mind and sentiment, develop their scientific and creative spirit, set up their scientific weltanschauung, etc. however, the function of moral education in mathematics education is not adequately developed, for there is not perfect system info about it and there are some misunderstandings about it

    數學教育能使學生形成理性的思維方式，陶冶思想情操，培養科學創新精神，樹立科學的世界觀等等。但是數學教育的德育功能開發得還很不夠，不僅沒有完善的理論體系，甚至還存在認識上的誤區。
  4. We begin the part one by destribing the conception, basie characters, aims and tasks of the mathematical education of the senior middle school

    全文共分三大部分：第一部分，闡述了高中數學教育的涵義、基本特點、目的和任務。
  5. The recognition of certain problems in mathematical educational theories under the meta - cognitivism

    元認知觀點下對數學教育理論若干問題的再認識
  6. Revelation of american textbook quot; fluxionary calculus quot; on mathematics education in the popular higher education

    談大眾化高等教育中的數學教育
  7. In the opinion of the article, the sweet fruit of mathematical teaching is n ' t the mathematical content which students have acquired directly in class but the mathematical thought and method behind the knowledge which students have had a true grasp and master, and improving the teaching of mathematical thought and method is the key of making the high school mathematical enducation modernizing. the article has adequately connected the theroy with the practice, it will make our maths teacher obtain revelation and enhancing, and play an important part to the mathematical teaching in high school

    本文認為，好的數學教學成果不是課堂上直接教給學生的數學內容本身，而是使學生領會和掌握的隱含在課本內容背後的數學思想方法，加強數學思想方法教學是中學數學教育現代化的關鍵。本文很好地做到理論與實踐的結合，將對我們的數學教師有啟示與提高作用，對中學數學教學將產生積極的影響。
  8. On the humanistic value of mathematics education

    論數學教育的人文價值
  9. And more, in this model of study process, clearly explain the education worth of the mathematical induction method [ 4 ]

    更由此研究過程，來表現觀察歸納研究法模式，在數學教育上的價值4 。
  10. The orientation day will provide detailed and first hand information about more than 40 undergraduate programmes offered by the university, including new programmes in modern languages & intercultural studies, mathematics education and risk management science, so that sixth formers can select the best programmes that suits their character and ability

    預科生輔導日將提供有關大學逾四十個課程的資料，包括一些新開設的課程如現代語文及文化、數學教育和風險管理等，讓同學可以選擇最適合自己志趣的學科。
  11. What are the value and function of mathematics in primary school

    小學數學教育的價值何在?小學數學教育的功能是什麼
  12. How to take up the mathematics education well while training the students and how to make the students treat the study and revision correctly are also deeply discussed in the article. it can help the students to know that revision is a process not only to prepare for the college entrance examination but also to form an initial concept of mathematics culture. there is also something that helps the students arouse the active factors, overcome the passive factors and makes the students spend the days in grade three smoothly

    本文分析了影響高三學生數學學習的認知心理與非認知心理諸方面的因素，運用數學教育心理學、普通心理學和教育學原理，探討了在高三數學教學中自覺地把握學生的學習心理，改變傳統的數學模式，因勢利導地順應學生的心理發展過程，從育人的角度做好數學教學工作，使學生正確地對待高三的學習與復習，使復習不僅是應付高考的過程，同時也是形成初步數學文化觀念的過程，達到調動積極因素，克服消極因素，正確度過高三人生，使教師真正起到數學文化傳播者的作用。
  13. Part two, the function of math history education, chiefly from moral education, intelligence education, and aesthetical education

    第二部分:數學史在數學教育中的作用。從德育、智育、美育三個方面論述數學史在數學教育中的作用。
  14. Equity. excellence in mathematics education requires equity ? high expectations and strong support for all students

    平等：優質的數學教育要求平等? ?對一切學生的殷切期望和有力支持。
  15. At any rate ， in my opinion ， one of the principal aims of the high school mathematics curriculum is to develop the students ' ability to solve problems

    （以我看，無論如何，中學數學教育的主要目的之一是發展學生的解題能力。 ）
  16. With this question and my tutor ' s guidance, i referred to a large amount of resources about pedagogy and psychology in and out china, studying the educational thought and teaching methodology which affected the self - determinative education thought greatly in the education domain of china in recent five years. i researched into the arrangement manner, structure, characters and primary changes of the new senior middle school curriculum and found out the new educational ideas that supported the new curriculum. i used to be a middle school mathematic teacher and i made a study and summing - up of the notion to mathematic and mathematic teaching, mathematic learning strategy, mathematic discovery law and the trends of the mathematic education innovation in our country in last decade

    我帶著這個問題，在導師們的指導下，我查閱了關于國內外教育學、心理學等大量資料；研究了近五年來對我國教育界影響較大的主體性教育思想以及其教學方法；又研究了新高中數學課程編排方式、結構特點，以及主要變化，找出支持新課程教學的教育新理念；我曾教過中學數學，又對數學觀、數學教學觀、數學學習方法，數學發現規律以及近十幾年來我國數學教育改革的變化趨勢進行研究和總結，從中吸取了它們的養份。
  17. However, our students have got a strange phenomenon - good marks and bad ability to create ". the phenomenon makes us have to rethink the two foundation * in present, in order to quest its new meaning and new curriculum execution ways

    然而，近幾年來，我國數學教育出現了諸多「高分低能」的現象，這迫使我們不得不對現有的「數學雙基」進行反思，以求探索出它的新內涵以及在課程實施中的新途徑。
  18. Cai, 1998 ; bikai nie, & bingying wang, 2000 ) provided evidence that, while our students outperformed on problem - solving tasks, the result was not the same on problem - posing tasks. because most students learned mathematics and developed increased mathematical capacities only when they participate in instruction focused on rich and worthwhile mathematical activity. however, in the circles of mathematics education, there was a universal sense, that is : our mathematical education loses contact with reality ; students solve problems not related to real life ; the mathematical activity students conducted mostly focused on memorization and mechanical use of procedures rather than the use of mathematical knowledge and tools to explore patterns, frame and solve problem, etc.

    課堂是學生學習數學、發展數學認知的主陣地，我國學生的數學認知在上述方面表現出來的差異可以從數學課程與教學中尋找原因： 「中國數學教育脫離實際」 （張奠宙， 1994 ） ； 「在強調素質教育的今天，絕大多數課堂教學仍然是傳授知識加技能訓練的傳統教學模式」 ， 「學生的數學學習仍然是一種『復制型』的『消極』學習」 ， 「學生幾乎沒有獨立思考、探索發現的機會」 （季素月， 1996 ） ；我國數學課程在「探究」和「背景」上「較薄弱」 ，在「運算」和「推理」等方面「要求過高」 （鮑建生，博士學位論文， 2002 ） 。
  19. Problem - solving was first raised by the united states joint committee of mathematics teachers in 1980. since then, it has become a topic of general interest of the national mathematic education research and a thread of mathematic education reform

    問題解決是1980年美國數學教師聯合會提出的，此後問題解決作為數學教育改革的核心成了國際數學教育研究的熱點，並逐漸發展為數學教育改革的一條主線。
  20. The slogan problem solving was put forward by the american teachers union in the fourth international mathematics education conference, it caused intense influnence all over the world since it arose. since then, educational researchers at home and abroad have been exploring and researching constantly in this field

    「問題解決」是美國教師聯合會在第四屆國際數學教育大會上提出的口號，口號一經提出，即在國際上產生了強烈的影響。從此，國內外教育研究工作者在這一領域不斷地進行著探討和研究並取得了大量有價值的成果。
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