为提高学生学习参与性、培养学生的多元化智能,在数学文化课程教学中采用了多元智能理论指导下的三段式教学模式,即把每节课分为学生汇报、教师讲解、师生讨论三个阶段。教师讲解内容可发展学生的多元智能、促使学生全面发展,学生汇报...为提高学生学习参与性、培养学生的多元化智能,在数学文化课程教学中采用了多元智能理论指导下的三段式教学模式,即把每节课分为学生汇报、教师讲解、师生讨论三个阶段。教师讲解内容可发展学生的多元智能、促使学生全面发展,学生汇报和师生讨论可发展学生的优先智能、促进学生的个性发展。三段式教学模式在活跃课堂气氛、提高学生学习主动性、培养学生表达思辨能力等多方面具有较好效果。To improve student participation in learning and cultivate their diverse intelligences, a three- stage teaching mode guided by the theory of multiple intelligences is proposed in the teaching of mathematical culture course, which divides each class into three stages: student reporting, teacher teaching, and teacher-student discussing. Teacher teaching can develop students’ multiple intelligences and promote their comprehensive development, student reporting and teacher-student discussing can develop students’ priority intelligence and promote their individual development. The three-stage teaching mode has good effects in activating the classroom atmosphere, improving students’ learning initiative, and cultivating their ability to express and think.展开更多
文摘为提高学生学习参与性、培养学生的多元化智能,在数学文化课程教学中采用了多元智能理论指导下的三段式教学模式,即把每节课分为学生汇报、教师讲解、师生讨论三个阶段。教师讲解内容可发展学生的多元智能、促使学生全面发展,学生汇报和师生讨论可发展学生的优先智能、促进学生的个性发展。三段式教学模式在活跃课堂气氛、提高学生学习主动性、培养学生表达思辨能力等多方面具有较好效果。To improve student participation in learning and cultivate their diverse intelligences, a three- stage teaching mode guided by the theory of multiple intelligences is proposed in the teaching of mathematical culture course, which divides each class into three stages: student reporting, teacher teaching, and teacher-student discussing. Teacher teaching can develop students’ multiple intelligences and promote their comprehensive development, student reporting and teacher-student discussing can develop students’ priority intelligence and promote their individual development. The three-stage teaching mode has good effects in activating the classroom atmosphere, improving students’ learning initiative, and cultivating their ability to express and think.
