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    The elementary mathematics curriculum experiment of Macao and teachers' growing
    澳门小学数学课程试验与教师成长
    Exertion of Multimedia Order Programme System in Math Curriculum Reformation at Junior High School under the Environment of Network
    网络环境下多媒体点播系统在小学数学课程改革中的运用
    Teaching Exploration of Elementary Mathematics Teaching Conspectus Course in Normal School
    高师《小学数学课程教学概论》课的教学探索
    A Case Study of Curriculum Continuity of Mathematics between Kindergarten and Primary School
    幼儿园与小学数学课程衔接的个案研究
    Practice and Synthesis Application as one of the four components of knowledge and skills has been edited into the mathematics curriculum for elementary schools for the first time in China in 2001. Practice and Synthesis Application has positive effects on students' practical and innovative consciousness, as well as on students' practical and innovative ability.
    2001年,“实践与综合应用”作为知识与技能的四大组成部分之一,首次进入我国小学数学课程教材。 由于国内外多年来缺乏小学数学在“实践与综合应用”方面的相关研究,而“实践与综合应用”对学生的实践意识、创新意识、实践能力和创新能力的培养有积极作用。
    This article introduces the teaching experiences of exerting multimedia order programme system in math curriculum reformation at junior high school under the environment of network.
    介绍了在小学数学课程改革实践中运用网络环境下多媒体点播系统进行教学的经验和体会。
    Comparison and Analysis of Knowledge and Skill in Standards for Mathematics Curriculum of Primary School Between China and Japan
    中日小学“数学课程标准”“知识技能”的比较浅析
    On the Elementary Mathematics Curriculum Assessment in the Mainland of China in Multiple Perspective
    从多元评价视野看中国大陆小学数学课程评价
    Analysis on the Characteristics of Primary Mathematics in Singapore
    对新加坡小学数学课程特色的分析
    With the development of modern mathematics and the progress of science andtechnology, the reform of mathematics curriculum and mathematics textbooks is increasingly profound.
    伴随着现代数学的发展和科学技术的进步,小学数学课程教材改革日益深入。
    Chapter three is the comparison about curriculum goal of some countries and regions and the analysis on curriculum goal of China.
    第三章,对部分国家和地区的小学数学课程目标进行了比较研究,并且对我国目前的小学数学课程目标进行了解析;
    The author did a qualitative research on evaluating primary mathematics lessons.
    本研究使用质的研究方法研究了小学数学课程实施有关人员对于“好课”的认识,以及他们如何评课。
    5. Some questions about New Mathematics Curriculum implementing are be concerned and pondered.
    五、小学数学课程实施过程中出现的一些问题正在受到关注。
    In the context of new curriculum, making a comparative study of the new and old mathematics textbook for elementary school is siginificant to the current teacher training, future textbook compilation and perfection and research on the theory of curriculum for primary school.
    在新课程背景下,对我国小学数学新教材与传统教材进行比较研究对当前的教师培训、今后的教材编写和完善以及小学数学课程理论的研究都具有一定意义。
    Curriculum continuity of mathematics between kindergarten and primary school is not only the need of children's development in body and mind, but also the call of mathematics curriculum reform in fundamental education.
    幼儿园与小学数学课程衔接是儿童身心成长的需要,也是基础教育数学课程改革的要求。
    A key primary school and a demonstrational kindergarten are chosen as research samples in the present research, applying a synthetic research method of documentation and case study, and from the point of teachers' ideas and behaviors to analyze the current situations of curriculum continuity of mathematics between kindergarten and primary school.
    本研究以重庆市一所重点小学和一所示范幼儿园为研究样本,采用文献研究与个案研究相结合的方法,从教师的观念与行为入手,对幼儿园与小学数学课程衔接的现状开展研究。
    Related researches show that there are achievements and problems in the curriculum continuity of mathematics between kindergarten and primary school.
    研究表明:幼儿园与小学数学课程衔接现状有较好的一面,也有存在问题的一面。
    In the continuity of curriculum organization, there is no full continuity and integrity in mathematics curriculum between kindergarten and primary school.
    在课程组织衔接上:幼儿园与小学数学课程缺乏连续性与统整性;
    The author analyzes factors influencing the curriculum continuity of mathematics between kindergarten and primary school from the aspects of ideas and behaviors, and puts forth suggestions for improving the curriculum continuity of mathematics between kindergarten and primary school, i.e., specification of curriculum goals, relating curriculum contents to real life, integration of curriculum organization, implementing curriculum in activities, multiplicity of curriculum assessment.
    笔者从观念层面与行为层面对影响幼儿园与小学数学课程衔接的因素进行分析,并提出了幼儿园与小学“五化”数学课程衔接理念:课程小步子化、课程内容生活化、课程组织统整化、课程实施活动化、课程评价多元化。
 

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