摘要
课题组对湖北职业技术学院建筑技术学院2014级建筑工程管理专业学生的高等数学分层教学学习情况进行了调查,结果显示:不同层次学生的学习效果没有明显差异,而学生的课程成绩及格率有大幅提升;学生的学习效果与性别没有明显差异,平均成绩女生比男生稍好;不同来源的学生学习积极性都有提高,学业成绩都有所进步。说明分层教学能更好地因材施教,调动学生学生学习数学的积极性,全面提高高等数学课程的教学质量。
Based on the investigation of stratified teaching for construction engineering management majors of2014 in architecture school in Hubei Polytechnic Institute,the result demonstrates that there is no obvious difference in the learning effect for students at different levels,but there is significant increasing in pass rate of the course. In addition,there is no remarkable difference between learning effect and gender,while the average score for girls is higher than boy＇s. Besides,learning initiative and academic achievements for all levels of students are improved. Apparently,the stratified teaching benefits the individual teaching,stimulates students＇ enthusiasm for learning mathematics and promotes the teaching quality for higher mathematics comprehensively.
出处
《湖北职业技术学院学报》
2016年第3期102-104,共3页
Journal of Hubei Polytechnic Institute
基金
湖北省教育科学"十二五"规划课题"高职院校高等数学分层教学的探索与实践"(项目编号:2014A060)的阶段性成果之一
关键词
高等数学
分层教学
教学效果
higher mathematics
stratified teaching
teaching effect
