OBE理念是一种以成果为目标导向,以学生为本,采用逆向思维的方式进行的课程体系的建设理念,基于此理念的师范类专业认证工作对高校的课程教学有指导作用。本文基于OBE理念以“中学数学课程教学论”为例介绍了一种定量与定性相结合的课...OBE理念是一种以成果为目标导向,以学生为本,采用逆向思维的方式进行的课程体系的建设理念,基于此理念的师范类专业认证工作对高校的课程教学有指导作用。本文基于OBE理念以“中学数学课程教学论”为例介绍了一种定量与定性相结合的课程目标达成度综合评价方式,分析发现课程培养中存在的不足,并提出持续改进方法,丰富了课程目标达成度评价的实践经验。The OBE concept is a course system construction concept that is oriented towards outcomes, student-centered, and carried out in a reverse-thinking way. The normal professional accreditation based on this concept has a guiding role in the course teaching of colleges and universities. Taking “Theory and Practice of Secondary School Mathematics Curriculum and Pedagogy” as an example, this paper introduces a comprehensive evaluation method of course objective achievement that combines quantitative and qualitative methods based on the OBE concept. The analysis finds the deficiencies in the course training and puts forward continuous improvement methods, which enrich the practical experience of course objective achievement evaluation.展开更多
本文从课程总体框架、课程目标及实施过程等方面探讨了“数学分析”课程教学改革与实践;从教学内容融合拓展、教学资源重构、教学方法丰富创新和教学评价多元化四个维度进行“数学分析”课程建设,通过综合的教学策略和课程设计,全面提...本文从课程总体框架、课程目标及实施过程等方面探讨了“数学分析”课程教学改革与实践;从教学内容融合拓展、教学资源重构、教学方法丰富创新和教学评价多元化四个维度进行“数学分析”课程建设,通过综合的教学策略和课程设计,全面提升学生的专业素养和综合能力,培养他们成为能够适应未来社会发展需求的高素质人才。This article explores the teaching reform and practice of the “Mathematical Analysis” course from the aspects of the overall framework, course objectives, and implementation process. The construction of the “Mathematical Analysis” course is carried out from four dimensions: the integration and expansion of teaching content, the reconstruction of teaching resources, the enrichment and innovation of teaching methods, and the diversification of teaching evaluation. Through comprehensive teaching strategies and curriculum design, students’ professional literacy and comprehensive abilities are comprehensively improved, and they are trained to become high-quality talents who can adapt to the needs of future social development.展开更多
该文在函数不一定下半连续,集合不一定是闭集的条件下,利用函数次微分性质,引进新的约束规范条件,等价刻画了鲁棒复合优化问题的最优性条件以及原问题与其松弛型Fenchel-Lagrange对偶问题之间的全对偶。In the case when the functions ...该文在函数不一定下半连续,集合不一定是闭集的条件下,利用函数次微分性质,引进新的约束规范条件,等价刻画了鲁棒复合优化问题的最优性条件以及原问题与其松弛型Fenchel-Lagrange对偶问题之间的全对偶。In the case when the functions are not necessarily lower semicontinuous and the sets are not necessarily closed, by using the properties of subdifferential of functions, we introduce some new weaker constraint qualifications. Under those constraint qualifications, the total duality and optimality condition between the robust composite convex optimization problem and its relaxed Fenchel-Lagrange dual problem are established.展开更多
文摘OBE理念是一种以成果为目标导向,以学生为本,采用逆向思维的方式进行的课程体系的建设理念,基于此理念的师范类专业认证工作对高校的课程教学有指导作用。本文基于OBE理念以“中学数学课程教学论”为例介绍了一种定量与定性相结合的课程目标达成度综合评价方式,分析发现课程培养中存在的不足,并提出持续改进方法,丰富了课程目标达成度评价的实践经验。The OBE concept is a course system construction concept that is oriented towards outcomes, student-centered, and carried out in a reverse-thinking way. The normal professional accreditation based on this concept has a guiding role in the course teaching of colleges and universities. Taking “Theory and Practice of Secondary School Mathematics Curriculum and Pedagogy” as an example, this paper introduces a comprehensive evaluation method of course objective achievement that combines quantitative and qualitative methods based on the OBE concept. The analysis finds the deficiencies in the course training and puts forward continuous improvement methods, which enrich the practical experience of course objective achievement evaluation.
文摘本文从课程总体框架、课程目标及实施过程等方面探讨了“数学分析”课程教学改革与实践;从教学内容融合拓展、教学资源重构、教学方法丰富创新和教学评价多元化四个维度进行“数学分析”课程建设,通过综合的教学策略和课程设计,全面提升学生的专业素养和综合能力,培养他们成为能够适应未来社会发展需求的高素质人才。This article explores the teaching reform and practice of the “Mathematical Analysis” course from the aspects of the overall framework, course objectives, and implementation process. The construction of the “Mathematical Analysis” course is carried out from four dimensions: the integration and expansion of teaching content, the reconstruction of teaching resources, the enrichment and innovation of teaching methods, and the diversification of teaching evaluation. Through comprehensive teaching strategies and curriculum design, students’ professional literacy and comprehensive abilities are comprehensively improved, and they are trained to become high-quality talents who can adapt to the needs of future social development.
文摘该文在函数不一定下半连续,集合不一定是闭集的条件下,利用函数次微分性质,引进新的约束规范条件,等价刻画了鲁棒复合优化问题的最优性条件以及原问题与其松弛型Fenchel-Lagrange对偶问题之间的全对偶。In the case when the functions are not necessarily lower semicontinuous and the sets are not necessarily closed, by using the properties of subdifferential of functions, we introduce some new weaker constraint qualifications. Under those constraint qualifications, the total duality and optimality condition between the robust composite convex optimization problem and its relaxed Fenchel-Lagrange dual problem are established.
