psychology of mathematics teaching 中文意思是什麼

psychology of mathematics teaching 解釋
數學教學心理學
  • psychology : n. 1. 心理學。2. 心理。3. 心理學論著；心理學體系。
  • of : OF ＝Old French 古法語。
  • 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...
  • teaching : n. 1. 教學，講授。2. 〈常 pl. 〉教導，教訓，教義，學說。
  1. This dissertation is based on the findings of the most up - to - date philosophical hermeneutics and psychology about understanding and explanation. the main purposes of the study on mathematical explanation of mid - school student are to provide a way of improving students " mathematical understanding, to present a new instrument for assessing the students " understanding, and to provide reasons and suggestions for teaching and learning mathematics and curriculum refor m with understanding

    本文基於當代哲學解釋學和心理學關于理解與解釋的研究成果，對中學生數學解釋開展研究，旨在為促進學生數學理解的學習提供一種途徑；為評價學生的數學理解提供新的工具；為推動理解的數學教學和課程改革提供依據和建議。
  2. Combining linguistics and psychology theories knowledge, i raise some teaching countermeasure : understanding student, creating situations, analyzing language, differentiation exercise, transmission practice, synthesize applied etc. when teachers put those teaching countermeasure in practice they must still notice the permeation of the mathematics thought and method, considering the developing regulation of students " body and mind and teaching step by step, the operation of mathematics teaching language etc

    結合語言學、心理學理論知識，提出一些教學對策：了解學生、創設情境、語言剖析、辨析練習、互化訓練、綜合應用等。在實施對策的過程中還要注意數學思想方法的滲透；注意考慮學生的身心發展規律，循序漸進；注意數學教學語言的運用等。
  3. Main work done : 1. discuss, analysis and research the theoretic basis of the mathematics teaching models from the viewpoints of mathematics philosophy, mathematics education and psychology

    本文的主要工作： 1 ）從數學哲學、數學教育學、心理學等多重視角深入探討、分析、研究數學教學模式的理論基礎。
  4. The reform of two foundation of mathematics has its theory grounds. it is education psychology which provide the reasonableness and the teaching operability from the classing, getting and transferring of the knowledge

    「數學雙基」的這種變革也具有一定的理論依據，教育心理學從知識分類、知識獲得、知識遷移的角度為新課程中「數學雙基」的合理性及其教學的可操作性提供了有力的理論支撐。
  5. Based on the basic theories of teaching, the theory of education, the theory of psychology and the theories of research studies expounded by experts and scholars, this paper discussed and explored : problems between research studies and mathematics teaching in high school. first, the integration of research studies and math teaching in senior high school. second, the investigations into whether the research studies in the process of teaching will interfere with students " study and interest

    本文根據教學的基本理論、教育學理論、心理學理論和多位專家學者提出的研究性學習理論，結合學生的實際情況和自己的教學實踐，探索了研究性學習與高中數學學科教學整合的有關問題，並針對在數學學科教學中開展研究性學習是否會對學生的學習成績和學習興趣產生影響的問題進行了實驗研究和調查研究，經過對實驗和調查結果的詳細分析，發現並得出結論：在數學學科教學中開展研究性學習增強了學生數學學習的興趣，培養了學生的發散思維和創新思維能力，學生的數學成績有明顯的提高。
  6. This thesis theoretically expounds the open approach teaching of mathematics from the angles of philosophy, pedagogy, psychology, science of thinking and logics, thus forming the initial theoretical framework

    本文在理論上，從哲學、教育學、心理學、思維科學及邏輯學的角度對數學開放性教學進行了闡述，初步形成了數學開放性教學模式的理論框架。
  7. On the basis of combining problem teaching method, education psychology and constructive learning and teaching theory. the present paper defines the meaning of mathematics problem solving teaching method ( mpstm ), that is mpstm is a teaching method that emphasize en educating the ability of creative thinking, problem posing, problem solving and reflective thinking through sruderts " cooperation and exploration with teachers ' guidance

    在對問題教學法、教育心理與教學理論等整合的基礎上，論文界定了數學問題解決教學方法的概念，即數學問題解決教學方法是在教師的引導下，通過學生合作、探索，讓學生提出問題、解決問題，以達到培養學生創造性思維能力、提出問題能力、解決問題能力和反思能力的一種教學方法。
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