加拿大代写assignment:非正式的访谈

2017-06-06 00:51

除上述因素外，从非正式的访谈与上海数学教师，我们观察到，马来西亚和中国的教师在数学课程是如何遵循的差异。据他们说，在中国，数学教师往往超过所要求的课程内容。事实上，这是学校和家长的期望，数学教师教高水平的内容比规定的教学大纲。一方面，这是因为高考，尤其是高考，具有很强的竞争力。如果学生想进入重点大学，每个分数都很重要。因此，教师不仅要完成课程所指定的部分，而且还要相信学生在日常教学中的更高要求，才能在考试中取得更好的成绩。另一方面，目前是鼓励在数学教育中培养学生的创新能力和探究能力，因为这个原因，上海的大学入学考试包括一个“复合”的一部分，其内容的六门课程，即政治、历史、地理、物理、化学、生物学、组合。大多数教师认为内容在教材和课程规定的课程要求只涉及的基本知识，因而是不足以培养学生的创新精神和探究能力，因此他们往往会寻找额外的材料来实现这一目标。由于以上两点原因，实际由教师讲授的内容往往比在学校的教科书和计划的课程更难，无论是在广度和深度。相比之下，马老师不会教超出预期的数学内容虽然规定的内容旨在达到最低资格。事实上，一些教师可能会选择牺牲一些数学内容/主题，如概率，他们觉得对学生来说太难了。相反，他们只专注于几个有限的主题，以确保他们的学生可以掌握这些主题，从而通过考试。
加拿大代写assignment:非正式的访谈
Other than the above factors, from informal interviews with Shanghai mathematics teachers, we observed that there are differences between Malaysian and Chinese teachers in how the mathematics curriculum is followed. According to them, in China, mathematics teachers tend to teach more than what the curriculum content required. In fact, this is the expectation of school and parents that the mathematics teachers teach higher content level than the stated syllabus. On one hand, this is because the entrance examinations, especially the university entrance examination, are highly competitive. Every mark matters if the student wants to get into a key university. Therefore, the teachers must not only complete the parts specified by the curriculum, but they also believe that higher requirements for the students in everyday teaching lead to better scores in examinations. On the other hand, currently it is encouraged to cultivate the students' ability of innovation and exploration during mathematics education, and for this reason the university entrance examination in Shanghai includes a "composite" part, where the content of six courses, namely Politics, History, Geography, Physics, Chemistry and Biology, are combined. Most teachers hold the opinion that the content on the text book and the course requirements specified by the curriculum only covers the basics, thus it is not sufficient to cultivate the students' ability of innovation and exploration, therefore they tend to look for additional material to fulfill this objective. Due to the above two reasons, the actual content taught by teachers is often more difficult than that in the school textbooks and the planned curriculum, both in breadth and in depth.In contrast, Malaysian teachers never teach beyond the intended mathematical content even though the stated content was aimed at achieving minimum competency. In fact, some teachers might choose to sacrifice some mathematical contents/topics such as probability that they felt is too difficult for their students. Instead they focus only on a few limited topics so as to ensure that their students could master these topics and thus pass the examination.

• 上一篇：加拿大代写assignment:适当的政策
• 下一篇：加拿大代写assignment:行动研究