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浅谈与专业结合的高职数学课程建设新途径|行业论文中英文模板|英语助手官网

发表时间:2015-11-5  来源:www.yingyuzhushou.com  作者:yingyuzhushou.com  浏览次数:1500  
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论文关键词:高职 与专业结合 数学课程建设 资源建设
  论文摘要:高职数学作为公共基础课,如何与专业课结合,怎样与专业人才培养的要求结合是亟须解决的问题。本文探讨了与专业结合的高职数学课程建设的必要性与实施途径。
  高职教育的培养目标是适应生产、建设、管理、服务第一线需要的高等技术应用型专门人才。因此,高职教育不仅要培养会“干活”的人,更重要的是培养懂得“如何干好活”的人,而要“干好活”就要会正确地运用思维。所以,教师在教会学生知识与技能的同时,培养学生的应用意识与应用能力、创新意识与创新能力是十分重要的。高职数学作为高职院校各专业开设的一门公共基础课,不仅要为各专业学生进一步学习专业知识与技能打下扎实的数学基础,也要让学生亲歷运用数学解决实际问题的探索与实践。高职数学如何面向专业,做到与专业人才培养要求有机结合,从而有效地培养学生的数学应用能力与思维品质,是高职数学教学改革的重点和难点,也是高职人才培养中急需解决的问题。
  与专业结合建设数学课程的必要性
  教育部、财政部《关于实施国家示范性高等职业院校建设计划》和《加快高等职业教育改革与发展的意见》提出,国家示范性高职院校建设的目标之一就是要发挥示范院校的示范作用,带动高职教育加快改革与发展。在此精神指引下,以就业为导向的专业课程教学改革已初见成效。不过,目前高职公共课程教学改革尚处于“自发、零散、随意”的状态,数学作为公共基础课程的核心课程,在相当多的高职院校中定位模煳,甚至个别学校将数学置于可有可无的地位。也有一些高职院校属于中专升格或民办的性质,师资水平整体较低,所用教学资源大多是本科教学资源经过修改的简略版,像是“压缩饼干”,内容陈旧,形式单一,体系不清,缺乏规划和标准,没有与先进技术接轨,脱离行业和职业发展实际,缺乏职业衔接和高职特色,没有从根本上反映出高职人才培养目标的要求。为改变这种局面,数学课程的建设必须与专业结合,这样才能促进数学教师更新教学理念,提高教学水平,才能深化高职数学教学改革,真正培养学生工学结合的能力。
  与专业结合建设数学课程的途径
  专业调研 应采取专业咨询、抽样问卷调查、座谈会、个别访谈等形式开展专业调研与课程分析,包括各专业数学课程开设情况、高职各专业人才培养方案中对高职数学课程的要求、学生数学基础情况与思想状况分析、专业与数学相关程度分析等内容。通过各种调研形式和有效的组织方式,进行数据整理和数据分析,掌握学生数学学习状况的第一手资料,了解各专业对数学知识、能力、素质的不同需求,分析各专业对数学课程要求的相关程度,梳理出数学在专业课程体系中(含专业技能项目)相关联和应用突出的显性素材及案例,挖掘出对数学课程的隐性需求,分类形成调研报告,为数学课程开发与教学资源建设提供逻辑依据。
  根据高职人才培养要求,分类开发课程内容体系 高职数学课程既不同于普通高等教育的数学课程,也有别于中等职业教育的数学课程,其特点主要体现在与专业的结合上。除了数学知识内容的要求有所不同外,与普通高等教育相比,高职数学课程与专业结合的面较宽;与中等职业教育相比,高职数学课程与专业结合的程度较深。因此,应依据高职各专业特点、数学教育规律及学生可持续发展的要求,明确数学课程在各专业人才培养中的地位与作用,根据高职各专业人才培养要求制定高职数学教学目标,分类分层地开发数学课程内容体系,满足专业培养需要与学生个性发展要求。
  分专业大类,根据专业调研情况分别制定高职数学课程标准 高职数学课程标准主要包括数学课程性质、数学在高职各大类专业人才培养中的地位与作用、数学知识和能力教学目标、教学内容体系、考核评价方法及教学实施条件等内容。其中,教学目标、教学内容体系、考核评价方法等要提出分层要求,使课程标准具备一定的弹性,兼顾全国高职院校的不同要求,成为可供相近专业参照执行的数学课程实施方案。
  整合专业需求课程内容,挖掘有效资源建设素材 高职数学如何面向专业,做到与专业人才培养要求有机融合,从而有效地培养学生数学应用能力与思维品质,是高职数学课程建设的重点和难点。在开展专业和社会调研与分析的基础上,应根据工学结合人才培养模式的需要,与专业教师和行业、企业专家共同研究数学在不同专业中的应用,制定各类专业数学课程标准,设计模块化、分层次的教学内容,以“结合专业、註重能力、突出应用”的思想为指导,梳理出专业课程体系中(含专业技能项目)数学应用的显性素材及案例,挖掘出对数学的隐性需求,为高职数学课程建设提供逻辑起点和有效资源素材。

  创新整体资源建设设计,多元开发优质资源 应围绕“服务专业需求、突出技术应用、体现素质教育”的思想,以课程的专业调研为切入点,以启发学生学习数学和应用数学的各类资源建设为重点,搭建面向学习者、教育者,对接各类专业,展示应用的共享性网络平臺。要将融“教学用”于一体的思想贯穿整个教学资源建设过程,将“数学源于生活、应用于实际”的思想贯穿整个数学教学过程,以数学能力竞赛为抓手,促进数学教学改革,激发学生的学习兴趣,始终将数学知识、应用方法与实验技能有机结合。要采用先进的软件,以文本、图片、音频、视频、动画、软件及混合媒体等多种形式呈现数学资源,实现诸如数学资源检索利用、数学课程教学指导、职业岗位数学能力培训、可持续发展拓展学习、学生自主学习等功能,并集成为开放性、共享型网络资源平臺。高职数学教学资源建设按每类专业总体可分为公共基础模块、专业需求模块及素质拓展模块,三部分同步开展。每一模块的内容要始终体现将数学知识、数学思想与数学方法应用于解决和解释专业问题与实际问题的思想,体现“乐学、好学、趣学”与“直观化、生活化、多样化”的特点,凸显专业类别与各种层次,适合不同专业、不同基础、不同兴趣的学生使用。
  1.公共基础模块与专业需求模块资源。以专业学习与职业岗位够用为原则设计公共基础模块内容,依据内容教学适度开展数学思维训练,提升学生的思维品质,依据内容精心设计贴近生活、贴近专业的案例,培养学生应用数学的能力。专业需求模块资源建设主要体现高职各类各专业的学生应该学会哪些数学知识,掌握哪些数学能力,如何理解相关专业背景的数学问题,并在此基础上,更好地运用数学解决相关的专业实际问题,即引导学生怎样学,怎样用。(1)专业案例。每大类专业搜集与数学相关的素材,设计编制出用于数学概念引入、数学思想方法解读、简单数学应用的专业案例。专业案例主要包括案例来自何种专业学习领域以及专业背景材料、案例设计及分析、案例涉及的知识点等内容。(2)动画素材。结合专业学习情境和生活情境,利用动画技术实现点、线、面的连续动作,帮助所有学习者直观地理解数学概念、思想和方法。(3)实物图片。每大类专业搜集专业学习中及生活中与数学相关的实物图片,并配上文字说明,用以帮助学生认识身边的数学和专业中的数学。(4)专业应用实践题。按照大类专业,编制与每个学习单元配套的、能引发学生进一步思考的、难度不大的应用实践题,并给出解答,形成应用实践题资源库。(5)专业实际问题的数学实验。面向专业的职业岗位与数学紧密相关的工作任务,与专业教师合作优选出相对完整的专业实际问题,进而编制包括数学问题提出、数学问题解决、应用于实际问题等主要内容的专业实际问题数学实验。专业实际问题的数学实验资源是引导学生学用数学的一种新探索,应强调从专业中来、到专业中去的理念,侧重数学技术的运用。
  2.素质拓展模块资源。素质拓展模块资源主要体现所有高职专业的学生学习广泛需要掌握的数学技术和数学文化的相关资源,并能通过这些资源借助网络进行在线测试和交流,组织全国高职院校数学应用能力竞赛活动。(1)数学技术。数学也是一门应用型学科,数学的应用手段主要体现在数学软件上。应以数学软件为基础,建设适合高职学生学习和掌握的数学技术资源。数学技术资源主要有数学软件、数学实验、数学建模、赛题解答、经验交流(含获奖论文、建模心得)、应用案例等。(2)数学文化。从构建数学文化资源也是高职教育文化建设应有之义的角度,建设适合高职学生探寻数学的源与流,启发理性思维,培养严谨素质,追求创新精神,懂得欣赏数学之美的数学文化资源。数学文化资源包括身边数学、趣味数学、数学游戏、古今数学、数学欣赏、好书推荐等。
  总之,分析各专业对数学教学要求的相关程度,与专业教师和行业、企业专家共同研究数学在不同专业中的应用,认真分析高职数学课程教学改革与建设中存在的问题,明确数学课程在高职各专业人才培养中的地位与作用,面向专业、突出应用,是高职数学课程开发建设的正确思路。
译文:
Paper Keywords: vocational and professional construction of mathematics curriculum building a resource
Abstract: vocational mathematics as a public basic course, how combined with specialized courses, how to combine professional personnel training requirements is the urgent need to resolve the problem. This paper discusses the need for a combination of vocational and professional mathematics curriculum construction and implementation approach. 

Higher vocational education training goal is to adapt production, construction, management, service line needs higher technology applied expertise. Vocational education is not only to cultivate the "work" and, more importantly, know how to cultivate " how to do a good living ", to" do a good living, "it is necessary to correctly use thinking, teachers teach students knowledge and skills at the same time, to develop students' awareness of the application and application ability, sense of innovation and innovation capability very important. of vocational mathematics as the professional vocational colleges opened a public basic course, not only for all students to learn more professional knowledge and skills to lay a solid mathematical foundation, and also to enable students to experience the use of mathematics to solve practical problems Exploration and Practice of Higher Vocational Mathematics How-oriented professional, do organic combination with the professional personnel training, so as to effectively develop students' mathematical ability to apply the quality of thinking, is the focus of reform of Higher Vocational Mathematics Teaching and difficult, but also the talents training are urgently needed to solve the problem. 

Combined with the construction of the mathematics curriculum and professional necessity of the Ministry of Education, the Ministry of Finance << accelerate the reform and development of higher vocational education advice on the implementation of the national model of higher vocational college construction plan >> and << >> National Vocational colleges and schools one of the goals is to play an exemplary role model colleges promote vocational education to accelerate the reform and development under the guidance of the spirit, employment-oriented professional courses teaching reform has achieved initial success, but high post public teaching reform is still in the "spontaneous, sporadic, random", Mathematics as a core curriculum of basic courses, a vague position in a considerable number of vocational colleges, and even individual school mathematics in dispensable position. belong to the upgrading of the secondary or private nature of some vocational colleges, the overall lower level of the teachers, the teaching resources are mostly undergraduate teaching resources modified brief version, such as "hard tack", outdated content, the form of a single, system is unclear, the lack of planning and standards, there is no integration with the advanced technology from the industry and professional development of the actual lack of the professional convergence and the characteristics of higher vocational education, higher vocational talents not fundamentally reflects the requirements of training objectives. To change this situation, the construction of the mathematics curriculum must be combined with the professional, so as to promote the updated teaching philosophy, mathematics teachers improve the teaching level, in order to deepen the reform of vocational mathematics teaching, the real ability to bind to cultivate students' engineering. 

Combined with the construction of the mathematics curriculum and professional way to professional research should take professional advice, sampling survey, seminars, individual interviews and other forms of professional research and curriculum, including the professional mathematics courses, vocational training plan for vocational mathematics course requirements, students 'mathematical base case analysis with the ideological status, professional and mathematics analysis content through various forms of research and effective organization, data processing and data analysis, master students' mathematics learning situation first-hand information about the different needs of the professional mathematical knowledge, ability, quality and relevance of the various professional mathematics curriculum requirements, to tease out the Mathematics Curriculum System (including professional skills associated prominent dominant material and case, dig out the implicit demand of the mathematics curriculum, classification form a research report, to provide a logical basis for mathematics curriculum development and teaching resources. 

Based on the the talents training requirements, classification develop course content system of vocational mathematics curriculum is different from the regular higher education mathematics curriculum, but also different from the mathematics curriculum of secondary vocational education, which is characterized mainly reflected in combination with professional addition to mathematical knowledge content requirements differ, compared with the general higher education, vocational mathematics courses and professional combination of surface is wider, deeper compared with secondary vocational education, vocational mathematics curriculum and professional. therefore, should be based on the vocational professional features, the laws of mathematics education and students of sustainable development requirements, the status and role of explicit mathematics curriculum in the professional personnel training, according to the requirements of the vocational professional training to develop vocational mathematics teaching objectives, classified hierarchically development of mathematics curriculum content system to meet the requirements of professional training and personality development of students. 

Sub-specialty categories, respectively, according to the professional research to develop vocational mathematics curriculum standards vocational mathematics curriculum standards, including the nature of the mathematics curriculum, the status and role of mathematics in vocational major categories of professional training, teaching objectives of mathematical knowledge and ability, teaching content system, evaluation methods and teaching conditions for implementation, in which the teaching objectives, teaching content system, appraisal methods proposed hierarchical requirements, the different requirements of the curriculum standards with a certain degree of flexibility, taking into account the national vocational colleges , available similar professional reference to the implementation of the mathematics curriculum embodiment. 

Integration of the professional needs course content, mining effective the resources construction material vocational math oriented professional, do organic integration and professional personnel training, so as to effectively develop students' mathematical ability to apply the quality of thinking, is the emphasis and difficulty of vocational mathematics curriculum construction carry out professional and social research and analysis on the basis of combined training model should be based on the Engineering, Mathematics in different professional study with professional teachers and industry, business experts, the development of various types of professional mathematics curriculum standards, design modular, hierarchical teaching content, combined with professional, focus on the ability to highlight the application "ideological guidance, to tease out the professional curriculum system (including the dominant material of the mathematical application of professional skills project and case excavated in mathematics implicit demand, provide a logical starting point for the construction of vocational mathematics curriculum and effective resource material.

Innovative overall resource construction design, diversified development of quality resources should focus on the demand for professional services, with emphasis on technical applications, reflecting the quality of education "thinking, as the starting point of the course of professional research, in order to inspire students to learn mathematics and applied mathematics construction of all types of resources focus, build-oriented learners, educators, and docking of various types of professional display applications shared network platform. want the financial "teaching" in one of the ideas throughout the teaching resources construction process, the math comes from life, application actual "thinking throughout mathematics teaching process, Mathematical Contest in capacity as the starting point to promote the reform of mathematics teaching, stimulate students' interest in learning, and always organic combination of mathematical knowledge, application methods and experimental skills to the use of advanced software, The text, images, audio, video, animation, software and mixed media and other forms of representing mathematical resources, such as math resources Retrieval, Mathematics Teaching guidance, occupational status of mathematical ability training, sustainable development to expand learning, independent learning and integrated into each module open, shared network resources platform. vocational mathematics teaching resources of each type of professional general can be divided into the public basic module, the professional needs of modules and expand the quality of module, carried out simultaneously in three parts. should always reflect the idea of mathematical knowledge, mathematical thinking and mathematical methods applied to solve and explain professional issues and practical problems, reflecting the music school, eager to learn, Fun learning "and" intuitive, life, diverse characteristics, highlighting the professional categories with a variety of levels, suitable for different professions, different basis, interested students. 

Public infrastructure module and professional needs module resources professional learning and professional positions enough for the principles of the design of public infrastructure module content, based on the contents of teaching appropriate to carry out the training of mathematical thinking, enhance the quality of students' thinking, based on well-designed close to life, close to the professional case, the ability to train students to apply mathematics professional needs module resources construction mainly of vocational all kinds of professional students should learn mathematical knowledge, grasp which mathematical ability, how to understand the mathematical problem of the relevant professional background, and on this basis , better use mathematics to solve practical problems of the professional to guide students how to learn, how to use. (1 professional cases every major professional collect and mathematics-related material, design and the preparation for the mathematical concepts introduced mathematical thinking The interpretation the simple mathematical application of the professional case, professional case includes cases from which the field of professional learning and professional background material, case design and analysis, knowledge points involved in the case. (2 animated material combined with professional learning contexts and life situations, the use of animation technology point, line, surface continuous action to help all learners to intuitively understand mathematical concepts, ideas and methods. (3 physical picture. every major professional collect professional learning and math-related physical life pictures, and accompanied by the text, to help students understand around mathematics and mathematical professional. (4 professional applications practical questions in accordance with the categories of professional preparation and each learning unit supporting the students can be further reflection, not difficult practical questions, and the answers to the formation of the the application practice questions repository. (5 professional practical problems of mathematical experiment professional career-oriented jobs and mathematics closely related tasks, a relatively complete cooperation with professional teachers preferred The professional practical problems, which include the preparation math question, math problem solving, professional practical problems applied to practical problems such as mathematical experiment. the professional practical problems of mathematics experiment resource guide students to learn to use a new exploration of the mathematical emphasis from professional to professional to the concept, focusing on the use of mathematical techniques. 

(2) expand the quality of the module resources. The Quality Development module resources mainly reflected higher professional students to learn the need for extensive grasp of mathematical techniques and mathematical culture resources, and online testing through the network and exchange through these resources, the organization of national vocational institutions math the application capabilities contest. (1 mathematical techniques. mathematics is an applied discipline means of the application of mathematics is mainly reflected in the mathematical software should be based on mathematical software, construction suitable for vocational students to learn and master the mathematical techniques resources. mathematical technical resources mathematical software, mathematical experiments, mathematical modeling, the race question to answer, exchange of experiences (including the award-winning paper, modeling experience, and Applications (mathematics culture from building mathematical and cultural resources of Higher Vocational Education the point of view of the proper meaning of cultural construction, construction suitable for vocational students to explore the source and flow of mathematics, inspired by rational thinking, develop rigorous quality, the pursuit of the spirit of innovation, know how to appreciate the beauty of mathematics, mathematics and cultural resources. mathematics and cultural resources, including around mathematical, fun math, math games, ancient and modern mathematics, math appreciation, recommended books. 

In short, the analysis of the relevance of the professional requirements of mathematics teaching, with professional teachers and industry, business experts to study the application of mathematics in different professions, a careful analysis of the Higher Vocational Mathematics Teaching Reform and the problems in the construction, clear mathematics curriculum in the status and role of the vocational professional training for professional, prominent, vocational mathematics curriculum development and construction of the right idea. 

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