1. Mathematics teaching is a process in which teachers and students actively participate, (c).
A. interaction
B.* * * With development
C. Interaction, * * * and development
2. Teachers should actively use all kinds of teaching resources, creatively use teaching materials and learn (B).
A. Teaching materials
B. Teaching with textbooks
3. "Three-dimensional goals" refer to knowledge and skills, (b) emotional attitudes and values.
A. Mathematical thinking
B. Processes and methods
C. Solving problems
4. Expressions such as "experience, experience and inquiry" are used in Mathematics Curriculum Standard (A) to varying degrees.
A. learning process objectives
B. Results and objectives of learning activities
5. Evaluation should focus on the results of learning and (c) learning.
A. Achievements
B. purpose
C. process
6. At least (a) teaching activities of "integration and practice" should be guaranteed every semester.
artificial intelligence
B.ii
C. Roman numerals 3
D. the fourth letter of the Greek alphabet
7. In the context of the new curriculum, the main purpose of evaluation is (c).
A. promoting the development of students, teachers, schools and courses
B. Building a new educational evaluation system
C fully understand the process and results of students' mathematics learning, encourage students to learn and improve teachers' teaching.
8. Students are the masters of mathematics learning, and teachers are mathematics learning (C).
A. Organizers and collaborators
B. Organizers and guides
C. Organizers, facilitators and collaborators
9. Students' mathematics learning activities should be a process of (A).
A. Lively, positive and full of personality
B. Active and passive, lively and lively
C. Lively, passive and full of personality
10. Reasoning generally includes (c).
A. Logical reasoning and analogical reasoning
B. Logical reasoning and deductive reasoning
C. Rational reasoning and deductive reasoning
1 1. The mathematics curriculum in compulsory education should be geared to all students, meet the needs of students' personality development, and make (BC).
A. Everyone learns valuable math.
B. Everyone can get a good math education.
C. Different people get different development in mathematics.
12. Mathematics activities must be based on students (AB).
A. Cognitive development level
B. Existing knowledge and experience base
C. interest
13. Mathematics curriculum should be devoted to achieving the training goal of compulsory education and embody (ABC).
A. fundamental
B. General
C. developmental
D. innovation
14. In the teaching of numbers and algebra, students should be helped (ABCD).
A. Building a sense of numbers
B. Symbolic consciousness
C. developing computing and reasoning skills
D. Preliminary idea of forming a model
15. The organization of course content should handle the (ABC) relationship well.
A. Process and results
B. Intuition and abstraction
C. Direct experience and indirect experience
Fill in the blanks (45%)
1. Mathematics is a science that studies quantitative relations and spatial forms.
2. Effective mathematics teaching activities are the unity of teachers' teaching and students' learning, which should embody the concept of "people-oriented" and promote students' all-round development.
3. Expounds the general goal of mathematics curriculum in compulsory education from four aspects: knowledge and skills, mathematical thinking, problem solving and emotional attitude.
4. In each section, four courses are arranged according to the standard: number and algebra, figure and geometry, statistics and probability, synthesis and practice.
5. Students' learning should be a lively, active and personalized process. In addition to learning, hands-on practice, independent exploration and cooperative communication are also important ways of mathematics learning. Students should have enough time and space to experience activities such as observation, experiment, guess, calculation, reasoning and verification.
6. In the teaching of Graphics and Geometry, students should be helped to establish the concept of space and pay attention to cultivating their geometric intuition and reasoning ability.
7. In the teaching of Statistics and Probability, students should be helped to gradually establish the concept of data analysis and understand random phenomena.
8. "Comprehensive practice" is a learning activity with problems as the carrier and teachers and students participating together. It is an important way to help students accumulate experience in mathematics activities and cultivate their sense of application and innovation.
9. The "four basics" mentioned in the standard refer to: basic knowledge, basic skills, basic ideas and basic activity experience.
10. The "four abilities" mentioned in the Standard refer to: the ability to find and raise problems, and the ability to analyze and solve problems.
1l ... Teachers' teaching should be based on students' cognitive development level and existing experience, facing all students and paying attention to heuristic and personalized teaching.
12. Mathematics curriculum in compulsory education stage has the status of public foundation, so we should focus on improving students' comprehensive quality and promoting their all-round, sustained and harmonious development.
Three. Short answer questions (25%)
1. Briefly describe the relationship between the four aspects of the overall goal in the standard?
A: The four aspects of the overall goal are not independent and separated from each other, but an organic whole that is closely linked and blended with each other. These four objectives should be considered simultaneously in the course design and the organization of teaching activities. The full realization of these goals is a sign that students receive good mathematics education, which is of great significance to students' all-round, sustained and harmonious development. The development of mathematical thinking, problem solving and emotional attitude can not be separated from the learning of knowledge and skills, which must be conducive to the realization of the other three goals.
2. What are the main aspects of students' sense of number?
Answer: understand the meaning of numbers: numbers and quantities can be expressed in many ways; Be able to grasp the relative size relationship of numbers in specific situations; Able to express and exchange information with numbers; Can choose the appropriate algorithm to solve the problem; Can estimate the result of operation and explain the rationality of the result.
3. In students' learning activities, what are the main aspects of teachers' "organizing" role?
Answer: (1) Teachers should accurately grasp the mathematical essence of teaching content and the actual situation of students, determine reasonable teaching objectives and design a good teaching plan. ⑵ In teaching activities, teachers should choose appropriate teaching methods, guide situations, adjust and control in time, and strive to create a lively classroom atmosphere of teacher-student interaction to form effective learning activities.
4. How to understand the relationship between students' dominant position and teachers' leading role, and how to make students become the main body of learning?
A: Good teaching activities should be a harmonious combination of students' dominant position and teachers' leading role. The real implementation of students' dominant position depends on the effective play of teachers' leading role. On the other hand, the sign of giving full play to the leading role of teachers is that students can truly become the main body of learning and get all-round development.
Heuristic teaching is an effective method to deal with the relationship between students' dominant position and teachers' leading role. Teachers give enlightening lectures, create situations, design questions, guide students to explore and communicate independently, organize students to operate experiments, observe phenomena, make conjectures, reason and demonstrate, etc. It can effectively inspire students' thinking and make them the main body of learning.