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簡(jiǎn)介：湖南師范大學(xué)碩士學(xué)位論文案例教學(xué)及其在會(huì)計(jì)專業(yè)課程中的運(yùn)用策略姓名劉婷申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師張傳燧20070601ABSTRAOTCASETEACHINGHASBEENPROVEDTOBEANEFFICIENTANDEFFECTIVETEACHINGMETHODBYMOREANDMORETEACHINGPRACTICEINVARIOUSNATIONSAFTERITWASADOPTEDBYHARVARDBUSINESSSCHOOLINTHE20THCENTURYCASETEACHINGNOTONLYBOOSTSSTUDENTS’ENTHUSIASMINSTUDY，BUTALSOIMPROVESSTUDENTS’PERSONALQUALITYACCOUNTINGEGPRINCIPLEOFACCOUNTFNGCOSTACCOUNRINGANDFIN鯽CIMAIANAGEMEN幻REQUIRESMUCHPRACTICEINNATUREINTHETEACHINGACTIVITYOFACCOUNTING，CASETEACHINGCANIMPROVESTUDENTS’PROFESSIONALABILITYANDPOTENTIAL，ANDCHANGETHEASPECTOFACCOUNTINGTEACHINGACTIVITYTHISPAPERDISCUSSESTHECHARACTERISTICSANDTHEORYBASEOFCASETEACHING，ANDHOWTOAPPLYCASETEACHINGMETHODINACCOUNTINGTEACHINGACTIVITYITEXPLORESTHENECESSITYANDFEASIBILITYOFAPPLYINGCASETEACHINGINACCOUNTING，DISCUSSESTHEPRINCIPLE，METHODANDMAINACTIVITYOFCASESTUDYINACCOUNTING，ANDANALYSESTHEROLEOFTEACHERINCASETEACHINGBUTCASETEACHINGISSTILLANEWMETHODTOACCOUNTINGEDUCATORS，ANDISNOTCOMMONLYAPPLIEDPROBABLYBECAUSEOFTHELIMITATIONOFTIMEANDTHEABILITYOFTEACHERSWEEXPECTMOREEXPLORATIONINBOTHTHEORYANDPRACTICEINTHEFUTURE

簡(jiǎn)介：蘇州大學(xué)碩士學(xué)位論文新課程化學(xué)課堂教學(xué)案例的研究姓名陳曉曄申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論（化學(xué)）指導(dǎo)教師戴潔20071101ACASESTUDYOFSENIORHIGHSCHOOLCHEMISTRYTEACHINGINNEWCURRICULUMABSTRACTACASESTUDYOFSENIORHIGHSCHOOLCHEMISTRYTEACHINGINNEWCURRICULUMABSTRACTORIENTEDBYTHETEXTBOOKALTERATION,THERECENTCOURSEREFORMBRINGSABOUTTHEINTEGRATECHANGESTOCHINESEFUNDAMENTALEDUCATION．ITSCOREREFO鋤ISTHATOFCOURSEPRACTICE，WHOSEAPPROACHISCLASSROOMTEACHING．THEREFORE，CLASSROOMTEACHINGREFORMPLAYSAKEYROLEINTHECOUI∞REFORM．THROUGHTHEMETHODOLOGYOFRESEARCHES，INTERVIEWSANDQUESTIONNAIRES，THISPAPERANALYZESTHEPRESENTSITUATIONOFHIGHSCHOOLCHEMISTRYTEACHINGUNDERSUCHREFORM．ITDESIGNSFOURCLASSROOMTEACHINGCASES謝THTHENEWCURRICULUM，1．SALTHYDROLYSIS,2．AROMATICHYDROCARBON,3．THEMAINROLEOFINORGANICMETALSILICON,4．CHLORINE．DETAILEDANALYSESANDDISCUSSIONSAREATTACHEDTOEACHCASE．AFTERTHECOURSEDESIGNING，INTERVIEWSANDSTATISTICSANALYSES，THEAUTHORFINDSMUCHACHIEVEMENTSHAVEBEENMADEINTHEHIGHSCHOOLCHEMISTRYTEACHINGSINCETHENEWCOUL∞REFORM．STUDENTSHAVEIMPROVEDTHEIRSCIENTIFICQUALIFICATIONANDLEARNINGRESULTSTHROUGHAUTOMATICLEARNINGSTRATEGIESANDABILITYTRAINING．ITALSOPOINTSOUTTHEPROBLEMSINTHECHEMISTRYTEACHINGANDANALYZESTHEIRCAUSESANDPROPOSESTHEIMPROVEMENTMEASURES．KEYWORDSFUNDAMENTALEDUCATIONREFORM；HIGHSCHOOLCHEMISTRYTEACHING；TEACHINGCASESⅡWRITTENBYXIAOYECHERTSUPERVISEDBYJIEDAI

簡(jiǎn)介：廣西師范大學(xué)碩士學(xué)位論文情感目標(biāo)與中學(xué)英語(yǔ)教學(xué)關(guān)系的調(diào)查與思考從對(duì)靈川縣中學(xué)一個(gè)案例分析說(shuō)起姓名龍著海申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)英語(yǔ)指導(dǎo)教師陳吉棠20080301II氛圍以助于與學(xué)生更好的進(jìn)行溝通。由于時(shí)間、能力和條件的局限，本研究的涉及面不廣，只對(duì)一所學(xué)校的同一年級(jí)的學(xué)生進(jìn)行調(diào)查研究；研究方式也不夠多樣。無(wú)疑，這些都對(duì)研究結(jié)果的全面性帶來(lái)影響。論文分由五個(gè)部分組成。第一部分簡(jiǎn)單介紹情感研究的背景以及情感目標(biāo)在英語(yǔ)教學(xué)研究中的意義。第二部分通過文獻(xiàn)陳述在教學(xué)中的情感目標(biāo)及情感因素。第三、四部分是英語(yǔ)教學(xué)中情感目標(biāo)實(shí)施情況的調(diào)查分析及調(diào)查結(jié)果的展現(xiàn)及思考。第五部分對(duì)調(diào)查結(jié)果進(jìn)行理論性的闡述和總結(jié)。關(guān)鍵詞關(guān)鍵詞情感目標(biāo)實(shí)施情感態(tài)度英語(yǔ)教學(xué)

簡(jiǎn)介：Y9口LS66單位代碼J垡35一學(xué)號(hào)J墊蝗盟L西吊蟲學(xué)碩士學(xué)位論文高中政治課案例教學(xué)研究論文作者龍瑞廷指導(dǎo)老師林庭芳專業(yè)領(lǐng)域?qū)W科教育思想政治教育提交論文日期2006年4月】9同論文答辯日期T2006年5月日學(xué)位授予單位西南大學(xué)中國(guó)重慶2006年4月ABSTRACTFACINGTHEEDUCATIONALEⅡV的衄EⅡT曲AILGE，TLLENEW∞URSEREFB肋柚DTBECAHFBRQUAUTYORIENTEDEDUCATION，ITISESSENTIALT0EXPLORETLLESUITABLETC習(xí)曲INGMETHODS，BASEDONTHENEWSITUATIONALDEVEL叩INGRCQUIRCMENTS，F(xiàn)ORGUIDINGTHETEACHINGPRACTICES弱WELL鵲BEINGATI出T硒K，WHICHAH油SCH00LTEACHEROFPOLITICSSHOULDBECON劬MEDWITH．Q強(qiáng)ETEACHINGISONEWAYOFTEACHINGINCOMPLIAILCCWINLCIL玎ICULUMTEACHINGOBJECTIVE卸DTEACHING∞NTENT，USEDBYATEACHERTODESI鯽ACONCRETETEACHIⅡGEXPLORINGANDTOLEADTHESIUDEMSTOPANIDPATEIⅡ鋤ALYSES鋤DDISCUSSIONSSOTHATTHESTUDENTSCAILTHINKHARDTOSTUDYACTIVELYINACONCRETEPROBLEMSITUATIONAILDOBTAINTHEIRENCIRECOMPETENDES．CASETEACHJNGISEMPHASIZEDONTLLESUBJECTSTATUSOFSTUDENTS，WHICHISTOTRAINTLLEINDEPENDENTLEANLING曲ILI【YPRACTICALABILITYAILDINNOVATIONABMTYASSTUDENTS’BASICVALUEORIENTATION．ITE肌CTIVELYCOMBINESTHETHEORYWITHTHEPRACTICCFORSENIORHIGHSCH00LPOLITICS．THERCFORE，ITISSI印IFICALLTTOIⅡTRODUCETLLECASETEACHINGINTOTLLEP01ITICSTEACHINGINSENIOFHIGHSCHOOLS，ANDTOPMMOTETHEPOLITICSTEACHINGREF0丌11ANDSTREN殍HENT11EQUALITYORIENTEDEDUCATIONINHI曲SCHOOLS．1WILLGIVETTLESTUDYFROMTILEFOLLOWINGASPECTSPAN1THEFILNCTIONOFTHECASETEACHINGONP01ITICSINSENIORSCHOOLFIRSTLYCOMPAREDWIMT陽(yáng)DITIONALDASSTEACHING，CASETEACHINGSHOWSALOTMOF℃ADVANCAGESONPOLJFICSJNSENIORSCH001．SE∞NDLY，ELABORATETHEFHNCTIONOFTHECASETEACHINGONPOLITICSINSENIORHI曲SCH001．PAN2NEDEFINITIONOFCASETEACHINGONP01IT溉INSENIORSCHOOLANDITSTHEORRFIRSTLY，GIVEANINTMDUCTIONTOTHECASETEACHINGONPOLITICSINSENIORHI曲SCH001．SE∞NDLY，DISCUSSTHETHEORYOFCASETEACHINGONPOLITICSINSENIORHI曲SCHOOI．PAN311LECH獅CTERISTICSANDPRINCIPLESOFTHECASETEACHINGONPOLITICSINSENIORHI曲SCHOOLIILTE肋WITHGENERALITYANDDISTINCTIVECHARACTELDISCUSSTHECHARACTERSANDPRINCIPLESOFTHECASETEACHILLGONPOLITICSINSENIORHI曲SCHOOLS印ARATELY．PAN4T11EIMPLEMENTOFTHECASETEACHINGONPOLITICSINSENIORHIGHSCHOOLDISCILSSTHEIⅡLPLEMENTOFTILECASETEACHINGTHROU曲FIVEPHASESCASECOMPILIN島CASECHOOSING，PREPARETHECASEBEFOREDASS，IMPLEMENTTLLECASEINCLASSANDREVIEWTHECASEAFTERDASS．KEYWORDSPOLITICSINSENIORHIGHSCHOOL，CASETEACHIⅡG，EXPLORE，R蛆LISTICFUNCTIOⅡ

簡(jiǎn)介：學(xué)校代碼I立2鯉分類號(hào)；螋Y8873S9研究生學(xué)號(hào)Q2鯉2QQ§21§LZ密級(jí)孟東牡師葒大孽碩士學(xué)位論文基于CBRCASEBASEDREASONING的教學(xué)案飼知識(shí)管疆系統(tǒng)的設(shè)計(jì)THEDESIGNOF1’EACHINGCASEKNO、VLEDGEMANAGEMENTSYSTEMBASEDONCBR作者劉亞娟指導(dǎo)教師趙蔚教授學(xué)科專業(yè)教育技術(shù)學(xué)研究方向現(xiàn)代遠(yuǎn)程教育學(xué)位類型學(xué)歷碩士東北師范大學(xué)學(xué)位評(píng)定委員會(huì)2006年5月ABS的CTSCHOOLLSTHEEDUCATIONALPI扯EBA3。DONBDWL弓DGE，WHICHMQ5TIMPORTANTASSETISTHETCACHERPRO碡SSJONALKNOWL司GE．MANAGIⅡGME_【EACHERPRDFCSSIONALHOWLCDGEIS怕ECENTREOFL廿LOWLEDGEMANAGEMENT．IN脅OWLEDGE刪OMYAGE，MEKNOWLEDGEUPDATER印IDLY，F(xiàn)ORTHETEACHERSINT11ISAGE，THEINFB肌ATI伽EXPLORINGAIIDLIFELONG1EAMINGHASA玎IVEDQUIENY】THEWAVEOFTHECEFBN【1INEDUCATIQNISPW乎ESSMG訓(xùn)MU叩FECCDEI她DSPEED。THEA蓼AND蛙LE吣CIE哆PMFBRWARDHIGHERREQUESTT0幽EIRMABNGSANDABILI審．SOEDUCATIONAL丘ELDNEEDSTHEIILILOVATIVESCHOLADYTEACHERSWHOCALLDIGESTMODEMEDUCATIONALPRINCIPAICONTINUOUSLY，MSFORNLKNOWLEDGEINTOWISDOM，ANDAPPLYMEO叮T0PRACTICETOPROMOTETHETEACHERP∞FE髂IONALFASTDEVELOPME毗．THETEACHERPROFESSIONALKNOWIEDGEM蚰AGEM％TN∞D(zhuǎn)TOASKF醣THEL眥『WLEDGEM鋤AGEMENTTECHNIQUESTOCOMBINETEAC}IERWI血TLLEL【ILOWLEDGE，PROMOT抽GTHETEACHERPROFESSIONALTACITLMOWLEDGEANDTEACLLIILGEXPERIEⅡCEST哪T0EXPLICITARIDSYSTEMATIZED．IN【ECENTYE雒S，AS￡HEDCEPUNDERSE蛆DHGOFCASETEACH．MG，PEO奎LEHAVE矗物CHEDMORE如DMDREIMPORTANCETO心ECA∞啦觚HINGMEMODIN蝴EREDU∞ION．SOBASEDONDOMESTICANDINTERNATIORMLRESEARCHINGS呲US，TILISPAPERDESIGNEDATEACHINGCASESTUDYPLATFONN．TE∞HIN哥C柚EKNOWLEDGEMALLAGEMENTSY窖TEMBYC躺ELBASEDRE繾ONK邸BR鰱D也ETHOU醢TSOFHOWLEDGEM鋤AGEMENT．1NLERC耵EMOTA喈如DF恤ISSYG咖ONEISTOREALIZETHECA∞SE盯CH‰砸0NBYC船EBASEDRE粕ONING，MAKIMGTEACHERSGETNLETEACHINGCASET11EYWANT、耐TIILEASTLIMI‘T0R髓LIZETILETEACHINGCASEH舊WIEDGE仃A11SFEFRING，TFANSFB咖IN舀SH耐NGAILDINNOVATINGMOREEFFICI鋤TLY．0NTHEOTLICRH姐D，MISPAPERIN昀DUC甜瑚BFICAS儡EKA西INGCASEFVAL啦嶇ONTOOL，啦ETEACH盯SCOU】DEVALUATETE邸HJN哥C嬲ETLL鋤SELVES，髓CHO也ERS，鋤DLSOCOULDHELPTHEE￡P(guān)ERTEVALUATE也ETEACHINGC懿E．BY血ISPL砒FBNN，DURINGMESTUDYOFTEACHINGCASE，TEACHERS慚SDOMWILLCOMEFO礎(chǔ)MACHINGT∞“KNOWLEDGEWILLBEIMPROVEDTHUS，MAIINGU5EOFTEACHING’CASEKNOWKDGEMALL49EMENTSYS【EMCOUID難DUCETHEGHORTOFPE巧ONSQUALI丘EDTOTEACHFORTHETEACHERSFLOW，COULDSE仕LETHEPASSPROBLEMABOUTTCACHINGEXP酣BNCEANDEDUCATIONAL城舢RCE，ENHANCETEACHERS、VORKINGPO曲M鋤CE，ENI埔NCETHEMAL【INGS如DCOINPETITION抽ILITYOFTLLEWTIOLETC咖OFTEACLLERS．K田WORDSCAS曲笛甜RE鵲ONIILG；KNOWIEDGEM舭AGEM髓T；T嘧CHINGCASES協(xié)DY；RUBRIC；TEACHERS’PMFESSIONALDEVELOPM脅TU

簡(jiǎn)介：山東師范大學(xué)碩士學(xué)位論文初中語(yǔ)文“學(xué)案教學(xué)”的探索與研究姓名楊燕申請(qǐng)學(xué)位級(jí)別碩士專業(yè)學(xué)科教學(xué)語(yǔ)文指導(dǎo)教師史潔20080410山東師范大學(xué)碩士學(xué)位論文總體說(shuō)來(lái)，推行語(yǔ)文課堂教學(xué)的改革，是進(jìn)一步推進(jìn)素質(zhì)教育的需要。素質(zhì)教育作為一種全新的教育理念和教育模式，其目的性就是要使全體學(xué)生各方面的素質(zhì)得到全面發(fā)展、主動(dòng)發(fā)展。但要使這樣一種理念深入人心，還需要一段時(shí)間，還需要采取有力的改革措施。而我們?cè)诮虒W(xué)實(shí)踐中所探索出的語(yǔ)文“學(xué)案教學(xué)”方式，貫穿著新的教育教學(xué)理念，它以發(fā)展學(xué)生的個(gè)體為本，強(qiáng)調(diào)“以學(xué)生為主體“的觀念，對(duì)“以教師為中心”的傳統(tǒng)教學(xué)方式是一種有力的突破。在語(yǔ)文“學(xué)案教學(xué)”的實(shí)踐中，教師是學(xué)生學(xué)習(xí)過程的組織者、指導(dǎo)者、參與者，教師只對(duì)學(xué)生進(jìn)行必要的指導(dǎo)，不包攬學(xué)生的工作。因此，為學(xué)生的自主性的充分發(fā)揮開辟了廣闊的空間。關(guān)鍵詞初中語(yǔ)文；學(xué)案教學(xué)；有效教學(xué)分類號(hào)G623．2Ⅱ

簡(jiǎn)介：陜西師范大學(xué)碩士學(xué)位論文科學(xué)課堂教學(xué)案例的分析與思考姓名馬翔中申請(qǐng)學(xué)位級(jí)別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師張迎春20050501純粹以旁觀者的身份對(duì)教學(xué)案例做出不符合實(shí)際的評(píng)判之現(xiàn)象，平衡了案例分析的客觀性和公正性。2、以目前教學(xué)改革中的熱點(diǎn)為主題開展案例研究，探尋了科學(xué)課堂教學(xué)包括科學(xué)教學(xué)的目標(biāo)、學(xué)生的學(xué)習(xí)、教師的教學(xué)等現(xiàn)實(shí)問題。以最新的教育理論為支撐，構(gòu)架了教育研究理論與教學(xué)實(shí)踐的橋梁。對(duì)新課程背景下教師如何有效的組織“科學(xué)”教學(xué)提供了可供借鑒的思路。關(guān)鍵詞基礎(chǔ)教育課程改革科學(xué)教學(xué)課堂教學(xué)案例II

簡(jiǎn)介：福建師范大學(xué)碩士學(xué)位論文建構(gòu)主義理論指導(dǎo)下的小學(xué)數(shù)學(xué)教學(xué)基于行動(dòng)研究的案例簡(jiǎn)析姓名蘇菊申請(qǐng)學(xué)位級(jí)別碩士專業(yè)小學(xué)教育指導(dǎo)教師洪明20080801中文文摘在20世紀(jì)，人們對(duì)知識(shí)的不同看法制約著人們對(duì)學(xué)習(xí)、教學(xué)的認(rèn)識(shí)以及學(xué)校教育的發(fā)展。20世紀(jì)上半葉，行為主義心理學(xué)家依據(jù)實(shí)驗(yàn)室中對(duì)動(dòng)物學(xué)習(xí)的研究提出了“學(xué)習(xí)是反應(yīng)的強(qiáng)化”這一當(dāng)時(shí)占主導(dǎo)地位的學(xué)習(xí)隱喻，由此過分強(qiáng)調(diào)死記硬背而忽略了有意義的學(xué)習(xí)。20世紀(jì)80年代以來(lái)，學(xué)者們?cè)诜此夹袨橹髁x的前提下，對(duì)有關(guān)學(xué)習(xí)的研究進(jìn)行了全面創(chuàng)新，興起了教育理論中的建構(gòu)主義學(xué)習(xí)理論思潮。在當(dāng)今科技知識(shí)日新月異的趨勢(shì)下，世界許多國(guó)家包括發(fā)達(dá)國(guó)家和發(fā)展中國(guó)家都采取措施，大力推行基礎(chǔ)教育課程改革。在全球范圍內(nèi)掀起了新一輪課程改革的浪潮。例如日本每10年更新一次基礎(chǔ)教育課程，2002年即實(shí)施了新的課程；韓國(guó)1997年開始了課程改革；美國(guó)在2000年教育戰(zhàn)略中也提出了課程方面的改革；英國(guó)1988年頒布了教育改革法，首次提出推行國(guó)家課程，制定課程標(biāo)準(zhǔn)，1999年英國(guó)頒布了新一輪國(guó)家課程標(biāo)準(zhǔn)。在世界各國(guó)都進(jìn)行教育改革的大背景下，我國(guó)做為一個(gè)發(fā)展中的國(guó)家，為了縮小與發(fā)達(dá)國(guó)家的差距，于1999年召開了第三次全國(guó)教育工作會(huì)議和困務(wù)院批轉(zhuǎn)的由教育部制訂的面向21世紀(jì)教育振興行動(dòng)計(jì)劃中，提出了改革現(xiàn)行基礎(chǔ)教育課程體系，研制和構(gòu)建面向新世紀(jì)的基礎(chǔ)教育課程教材體系的任務(wù)。我國(guó)的新一輪基礎(chǔ)教育課程改革于2001年6月8日正式啟動(dòng)。小學(xué)數(shù)學(xué)是小學(xué)教育的基礎(chǔ)課程，是數(shù)學(xué)教育改革的龍頭，在數(shù)學(xué)教育備受各國(guó)關(guān)注、數(shù)學(xué)課程改革的理念不斷更新的今天，對(duì)小學(xué)數(shù)學(xué)教育教學(xué)改革勢(shì)在必行。我們可以用“經(jīng)驗(yàn)”、“活動(dòng)”、“思考”和“再創(chuàng)造”四個(gè)詞說(shuō)明小學(xué)生數(shù)學(xué)學(xué)習(xí)的基本要素。學(xué)生是數(shù)學(xué)學(xué)習(xí)活動(dòng)的主體，思考是它的本質(zhì)。用建構(gòu)主義觀點(diǎn)來(lái)看，改善數(shù)學(xué)課堂中的學(xué)習(xí)方式是一項(xiàng)重要的任務(wù)。面對(duì)全球性的教育改革浪潮，面對(duì)小學(xué)數(shù)學(xué)課堂教學(xué)存在的重知識(shí)的傳授、輕情感的體驗(yàn)；重技能的掌握，輕過程的探索等問題，筆者認(rèn)為，數(shù)學(xué)學(xué)科作為多門學(xué)科的基礎(chǔ)學(xué)科，要做到真正實(shí)施素質(zhì)教育的一個(gè)重要突破點(diǎn)，就是要變“應(yīng)試數(shù)學(xué)”、“課堂數(shù)學(xué)“為“生活數(shù)學(xué)”。我們希望通過多渠道的研究，能尋找到一條突破課堂教學(xué)封閉模式的新道路，擴(kuò)大學(xué)數(shù)學(xué)和用數(shù)學(xué)的時(shí)空界限，使學(xué)生利用課堂上的“知”，到生活中去廣泛的運(yùn)用，在實(shí)際運(yùn)用中提高運(yùn)用數(shù)學(xué)解決生活問題的能力。要讓學(xué)生對(duì)數(shù)學(xué)學(xué)習(xí)產(chǎn)生足夠的興趣，由被動(dòng)學(xué)習(xí)變?yōu)橹鲃?dòng)學(xué)習(xí)，由狹窄的課堂教學(xué)變?yōu)槿谌肷畹纳罨虒W(xué)。數(shù)學(xué)課程標(biāo)準(zhǔn)實(shí)驗(yàn)稿指出“數(shù)學(xué)教學(xué)，要緊密聯(lián)系學(xué)生的生活實(shí)際，從學(xué)生的生活經(jīng)驗(yàn)和已有知識(shí)出發(fā)，創(chuàng)設(shè)生動(dòng)有趣的情境，引導(dǎo)學(xué)生丌展觀察、操作、猜想、推理、交流等活動(dòng)，使學(xué)生通過數(shù)學(xué)活動(dòng)，掌握基本的數(shù)學(xué)知識(shí)和技能，初步學(xué)會(huì)從數(shù)學(xué)的角度去觀察事物、思考問題，激發(fā)對(duì)數(shù)學(xué)的興趣，以及學(xué)好數(shù)學(xué)的良好愿望?！币虼耍覀儜?yīng)該徹底地將傳統(tǒng)小學(xué)數(shù)學(xué)教學(xué)中僅僅強(qiáng)調(diào)個(gè)體知識(shí)與技能獲得的觀念拋棄，像建構(gòu)主義教學(xué)理論所倡導(dǎo)的那樣，將學(xué)校中的數(shù)學(xué)放歸到社會(huì)中、放歸到生活中、放歸到學(xué)生的活動(dòng)與實(shí)踐中，讓學(xué)生在特定的數(shù)學(xué)活動(dòng)中，不僅能獲得經(jīng)驗(yàn)，還能在具體情境中具有情感體驗(yàn)，在一個(gè)更為廣闊的天地中去理解數(shù)學(xué)、解釋數(shù)學(xué)、體驗(yàn)數(shù)學(xué)、獲

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