new mathematics 中文意思是什麼

new mathematics 解釋
新數學
  • new : NEW ＝net economic welfare 〈美國〉純經濟福利。adj 1 新的，嶄新的；新發現的，新發明的；新開發的。...
  • mathematics : n 數學。 ★通常作單數用，帶有「計算能力」意義時，作復數用，如： His mathematics are not good 他不...
  1. Applied science, business administration, child care, computing and mathematics, construction, designprintingtextile and clothing, electrical and electronic engineering, hotel, service and tourism studies, and mechanical, manufacturing and industrial engineering. after a major restructure of ive courses, new modularised courses are offered from 1999 - 2000. many diploma and higher diploma courses have been put into subject groups and share a common year - one curriculum

    高級技術員及技術員程度的職業教育，分別由職業訓練局屬下香港專業教育學院的九所分校提供，按課程分類，共有九個學系，包括：應用科學；工商管理；幼兒工作；電子計算及數學；建造工程；設計、印務、紡織及制衣；電機及電子工程；酒店、服務及旅遊；以及機械、製造及工業工程。
  2. Therefore wavelet analysis is called a microscope of signal analysis and a milestone of fourier analysis. as a new embranchment of mathematics

    因此，小波變換被譽為分析信號的顯微鏡，傅里葉分析發展史上的一個新的里程碑。
  3. Problem - knowledge environment, where based on solving ill - structured problems, students may construct mathematics. by " doing mathematics " or exploring " mathematics experiment ", they may invent or discover some new mathematics knowledge by themselves. this is a challenge to traditional learning, which belongs to innovative learning. in microcosmic aspects, based on broad sense of knowledge idea, we make id for primary adaptive learning environment, while based on cognitive flexibility theory, we make id for senior adaptive learning environment

    高級學習環境是一個再發現、再創造、建構數學知識的環境，其主要作用是促進學生基於數學問題解決，通過「做數學」 、探究「數學實驗」而進行再發現、再創造和建構新的數學知識和數學模式，這是一個數學創新學習的環境。
  4. New mathematics curricula of basic education and the reform of the mathematics education in normal university

    高師數學教育類課程與教法的改革實踐
  5. This research project, based on the existing problems in mathematics curriculum evaluation and the conceptions of mathematics curriculum as the guideline, systematically analyzes the basic characteristics of the developmental evaluation, i. e. multi - dimensional, formative, developmental, understanding and inspiring. drawing on the modern mathematics conceptions, multi - intelligence theory and theories of constructivism, this project systemically illustrated the connotation of the developmental evaluation : the key of evaluation is for application ; the goal is multi - dimensional ; the process is context - dependent ; the outcome is to promote the development. in view of the conceptions of developmental evaluation ( i. e. human - centered whole evaluation ; quality - focused overall evaluation ; participation - stressed autonomous evaluation ; future - faced evaluation ; guiding evaluation and inspiring evaluation ), the components of the developmental evaluation model in the new mathematics curriculum is analyzed in details in this project ( i. e. goal system, subject system and object system ) and the core structure of the developmental evaluation is established ( i. e. evaluation indicator system model )

    本課題研究以數學課程評價的現存問題為著手點，以數學課程理念為目標指向，系統分析了數學新課程發展性評價的多元性、形成性、發展性、理解性、激勵性等基本特徵;以現代數學觀、多元智力理論、建構主義理論以及成功智力理論為理論背景，系統闡述了數學新課程發展性評價之意蘊?評價核心聚焦應用，評價目標指向多元，評價過程依存情境，評價結果歸依發展;以數學新課程發展性評價理念，即以人為本的全體性評價、注重素質的全面性評價、注重參與的自主性評價、促進完善的引導性評價、不斷進取的激勵性評價、面向未來的期望性評價為航標，深入剖析了數學新課程發展性評價模式的構成成分，即目標系統、主體系統和客體系統，由此構建發展性評價模式的核心圖式?評價指標體系的模式:以數學新課程發展性評價過程為參照，尋求並創設評價準則的設計技術，評價權重的構造技術，評價信息的收集技術，評價結果的分析與處理技術;以數學新課程評價系統內蘊的一般認識論、發生認識論與發展認識論指導評價方法，詳細探討了檔案袋法、表現性評價、自我評價與同伴評定相結合的方法、蘇格拉底式研討評定和測驗法在評價中的應用。
  6. To take effective measures to meet these challenges for the education in normal colleges and universities can not only make sure of smoothly implementing the new mathematics curriculum, but also help itself development

    高師數學教育採取積極的策略應對這些挑戰，不僅有利於保障基礎教育新數學課程的順利實施與推進，而且也有利於推動高師數學教育自身的發展。
  7. New mathematics website has been published 28 04 2006

    普通話科全新網頁已經發布28 04 2006
  8. To understand biology, is new mathematics required, the way that string theory requires new mathematics

    要了解生物學，是否就和弦論一樣，需要引入新的數學？
  9. Building up new teaching ideas is the important premise that fulfills " the new mathematics course standard "

    摘要樹立新的教學觀是實踐《數學課程標準》的重要前提。
  10. Mathematical culture is in the new mathematics curriculum standard as a new and independent plate

    摘要在數學新課程標準中，數學文化作為新增加的一個獨立板塊被明確提出。
  11. How the mathematics education in normal college adapt to the demand for the new mathematics curriculum in the elementary education

    高師數學教育如何適應基礎教育新課程改革的要求
  12. The promulgation and implementation of the new mathematics curriculum standard set the new requirements for mathematics teachers ' mathematics quality and teaching ability in the middle schools

    摘要新課標的頒布和實施，對中學數學教師的數學素質和教學能力提出了新的要求。
  13. This thesis sets up to connotation, characteristics, category and mathematics teaching modes of the teaching mode, the characteristic of new mathematics teaching mode proceeded the study in chapter 2

    本文對教學模式的涵義、特點、種類及數學教學模式的構建、新型數學教學模式的特性進行了探討（第2章） 。
  14. Although the old strategies helped students get good achivements we must find the serve shortages of them … … the new mathematics curriculum and new learning goals demand new learning strategies to match them

    新的數學課程、新的數學課本、新的學習目標要求新的數學學習策略與之相適應，所以，構建新的數學學習策略體系成為當務之急。
  15. We make little or no provision for students to play an active and generative role in learning mathematics and we teach mathematics as if we expect that students will never have occasion to invent new mathematics

    對學生，我們很少甚至沒有提供機會，讓他們在數學學習過程中發揮積極性和創造性，我們講授數學，彷彿期望著學生沒有機會創造新的數學。
  16. This dissertation will discuss the applications of indeterminacy mathematics method in opsearch and control theory for economy and management. the aim is to attempt the applications of new mathematics method in other fields

    本文試圖討論運籌學與控制論中的不確定性數學方法研究及其在經濟管理中的應用，其目的是嘗試新的數學方法在其它領域中的應用
  17. The article goes along cartesian train of thoughts, clarifies that while the new mathematics whose commissary is calculus is the new byproduct of " retrieving phenomena " in the western traditional logos, the philosophy of the nature after revival of learning which was greatly influenced by the western logos of tradition has already formed a new effective way of " retrieving phenomena " in west logos from the quantification of the prospect of the world to the mathematication of the philosophy of the nature

    全文沿著笛卡爾的「思」路，說明深受西方理性傳統影響的文藝復興時期以來的自然哲學，從世界圖景的數量化到自然哲學的數學化，形成西方理性「拯救現象」的新的有效方式，而以微積分為代表的新的數學正是西方傳統理性以新的方式「拯救現象」的副產品。
  18. New mathematics curriculum standard in the compulsory education stage has specifically elaborated the curriculum objective of task - based learning for grades 7 to 9. this thesis, taking the curriculum standard as the guiding theory, investigates the present situation of implementing task - based learning and its relevant curriculum at home and abroad, summarises systematically the current situation and major deviations in the task - based learning curriculum construction and analyzes and sums up the principal characteristics of task - based learning curriculum resources in maths and the major fundations of developing and utilizing its resources

    全日制義務教育《數學課程標準（實驗稿） 》對7 ? 9年級「課題學習」課程目標做了具體詳細的闡述。本文以「課程標準」為指導，通過對國內外「課題學習」及其相關課程實施狀況的調查研究，特別是對新課程實驗教材和實驗區教學現狀的分析，系統地總結了「課題學習」課程建設的現狀及存在的主要偏差；分析歸納了數學「課題學習」資源的主要特徵及其開發與利用的主要依據。
  19. 3. the paper points out that constructivism is the basis of ittc. 4. on the basis of analysing " teacher - centre " and " student - centre " instructional structures, it points out to create a new mathematics instructional structure ? " subjugate - subjectivity " and it is the main aim of integrating information technology into mathematics curriculum

    4 、在分析「以教師為中心」和「以學生為中心」教學結構的基礎上，提出創建新型數學教學結構，即「主導? ?主體」型教學結構，這是信息技術與課程整合的主要目標。
  20. Part two : study on professional growth of mathematics teacher in implementation of new mathematics curriculum according to connotative characteristics of mathematics teachers " professional growth, subjective self - professional growth, research on teaching based in school and professional guidance of mathematics educational community are three methods of mathematics teachers " professional growth. the three methods have relative independency. at the same time they are cogate, interrelated, cosostent and interactional

    第二部分：新數學課程實施中數學教師專業化成長的途徑研究基於數學教師專業化成長的內涵特點提出主體性自我專業化成長、校本教學研究和數學教育共同體的引領三種數學教師專業化成長途徑，認為三者具有相對的獨立性，同時又是相輔相成、相互滲透和相互促進的。
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