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<div id="8hh5rq1ip" class="ar_title"> <h1>2017數(shù)學(xué)建模一等獎(jiǎng)?wù)撐?/h1> <div id="8hh5rq1ip" class="ar_title_b"> <div id="8hh5rq1ip" class="sub_title clear"> <span id="8hh5rq1ip" class="sp2 c6 fl">時(shí)間：<time class="fxtime">2017-07-11 12:48:37</time></span> <span id="8hh5rq1ip" class="sp1 c6 fl"><em id="zuozhe" class="noshow">秋梅</em><em class="user_id noshow">1032</em>由 <em class="nickname"></em> 分享</span> <span id="8hh5rq1ip" class="fl arc_btn"></span> </div> </div> </div> <div id="8hh5rq1ip" class="y_ju"></div> <div id="8hh5rq1ip" class="con_article con_main" id="contentText"> <p>2017數(shù)學(xué)建模一等獎(jiǎng)?wù)撐?/p><p> 　　數(shù)學(xué)建模的模型是對(duì)于現(xiàn)實(shí)世界的一個(gè)特定對(duì)象，一個(gè)特定目的，根據(jù)特有的內(nèi)在規(guī)律，做出一些必要的假設(shè)，運(yùn)用適當(dāng)?shù)臄?shù)學(xué)工具，得到的一個(gè)數(shù)學(xué)結(jié)構(gòu)。下文是學(xué)習(xí)啦小編為大家搜集整理的關(guān)于2017數(shù)學(xué)建模一等獎(jiǎng)?wù)撐牡膬?nèi)容，歡迎大家閱讀參考!</p><h2> 　　2017數(shù)學(xué)建模一等獎(jiǎng)?wù)撐钠?</h2><p> 　　談中學(xué)生數(shù)學(xué)建模思想的培養(yǎng)</p><p> 　　【摘要】現(xiàn)如今的中學(xué)數(shù)學(xué)在新課程標(biāo)準(zhǔn)下要講背景，重應(yīng)用。本文主要從數(shù)學(xué)建模的本質(zhì)和如今中學(xué)的數(shù)學(xué)建模教學(xué)的現(xiàn)實(shí)情況出發(fā)，主要講述了中學(xué)數(shù)學(xué)建模一些基本的方法和題型。在教育部頒布的《全日制普通高級(jí)中學(xué)數(shù)學(xué)教學(xué)大綱(試驗(yàn)修訂版)》中對(duì)學(xué)生提出新的教學(xué)要求，包括學(xué)會(huì)提出問(wèn)題和明確探究方向;體驗(yàn)數(shù)學(xué)活動(dòng)的過(guò)程; 培養(yǎng)創(chuàng)新精神和應(yīng)用能力共3點(diǎn)內(nèi)容。所以在高中階段可以利用假期時(shí)時(shí)間指導(dǎo)學(xué)生展開研究性學(xué)習(xí)的活動(dòng)，要使學(xué)生學(xué)會(huì)自己提出實(shí)際問(wèn)題和它的探究方向，講實(shí)際問(wèn)題抽象為數(shù)學(xué)問(wèn)題，運(yùn)用已有的數(shù)學(xué)知識(shí)嘗試初步解決這些問(wèn)題，這本身就是個(gè)建模的過(guò)程。</p><p> 　　【關(guān)鍵詞】數(shù)學(xué)建模;數(shù)學(xué)建模思想;建模能力</p><p> 　　本世紀(jì)初世界上很多國(guó)家的課程改革都把培養(yǎng)學(xué)生的數(shù)學(xué)建模思想作為教育的重要目標(biāo)。如德國(guó)的課程改革中，數(shù)學(xué)建模的能力位列學(xué)生的六大能力之一。</p><p> 　　相比之下，我國(guó)的學(xué)生在數(shù)學(xué)建模這方面的能力要更弱一些，比如2010年廣東省高考題一道營(yíng)養(yǎng)配餐的問(wèn)題，就是用高中數(shù)學(xué)知識(shí)中的線性規(guī)劃的方法求解，題目中涉及的實(shí)際條件，問(wèn)題限制很多很雜，這就需要學(xué)生有將實(shí)際問(wèn)題轉(zhuǎn)化成數(shù)學(xué)問(wèn)題的能力，也就是建模的能力。近幾年高考的出題方向也在向這方面傾斜，應(yīng)用題是一個(gè)常見的題型。</p><p> 　　那么如何將如此重要的一種能力培養(yǎng)給學(xué)生掌握呢?本文就這個(gè)問(wèn)題進(jìn)行進(jìn)一步的探討：</p><p> 　　1.數(shù)學(xué)建模的基本內(nèi)涵</p><p> 　　當(dāng)需要從定量的角度分析和研究一個(gè)實(shí)際問(wèn)題時(shí)，人們就要在深入調(diào)查研究、了解對(duì)象信息、作出簡(jiǎn)化假設(shè)、分析內(nèi)在規(guī)律等工作的基礎(chǔ)上，用數(shù)學(xué)的符號(hào)和語(yǔ)言，把它表述為數(shù)學(xué)式子，也就是數(shù)學(xué)模型，然后用通過(guò)計(jì)算得到的模型結(jié)果來(lái)解釋實(shí)際問(wèn)題，并接受實(shí)際的檢驗(yàn)。這個(gè)建立數(shù)學(xué)模型的全過(guò)程就稱為數(shù)學(xué)建模。</p><p> 　　在具體的教學(xué)當(dāng)中，數(shù)學(xué)建模也是方式之一。其核心是數(shù)學(xué)知識(shí)的應(yīng)用，生活中的很多事情，都可以用數(shù)學(xué)的眼光去觀察和分析，運(yùn)用一定的數(shù)學(xué)知識(shí)和方法加以解決。比如修路修橋問(wèn)題，氣象預(yù)報(bào)問(wèn)題，最短路程問(wèn)題，商店利潤(rùn)問(wèn)題，貸款買房問(wèn)題等等。在處理這些問(wèn)題的教學(xué)中，能夠更好的把握教材，提高教師的自身專業(yè)水平。</p><p> 　　2.數(shù)學(xué)建模在中學(xué)教學(xué)中的意義</p><p> 　　中學(xué)數(shù)學(xué)建模是個(gè)形式，數(shù)學(xué)的應(yīng)用才是實(shí)質(zhì)。有些老師和學(xué)生認(rèn)為中學(xué)生不夠能力完成建?；顒?dòng)，以生活素材少，浪費(fèi)時(shí)間，對(duì)考試沒有幫助為由，并不積極參與，這是對(duì)中學(xué)生建模問(wèn)題的嚴(yán)重誤解。我重視的是學(xué)生的探究，探索的過(guò)程。從中感受數(shù)學(xué)的無(wú)窮魅力。</p><p> 　　所以我先談?wù)剶?shù)學(xué)建模的意義：</p><p> 　　(1)有助于培養(yǎng)學(xué)生應(yīng)用數(shù)學(xué)的意識(shí)，將數(shù)學(xué)融入生活，讓學(xué)生學(xué)會(huì)用已學(xué)的知識(shí)解決身邊的問(wèn)題。</p><p> 　　(2)有助于增強(qiáng)學(xué)生主動(dòng)積極的學(xué)習(xí)態(tài)度和學(xué)習(xí)方式，學(xué)生在探索數(shù)學(xué)問(wèn)題的過(guò)程中，會(huì)產(chǎn)生興趣，在解決問(wèn)題的過(guò)程中會(huì)有一定的成就感，真正化被動(dòng)學(xué)習(xí)為主動(dòng)學(xué)習(xí)。</p><p> 　　(3)有助于培養(yǎng)學(xué)生的創(chuàng)新能力，開放式的數(shù)學(xué)問(wèn)題，大量的數(shù)據(jù)信息，紛繁的變量關(guān)系，讓學(xué)生猶如置身數(shù)學(xué)的海洋，要想遨游的彼岸，可以有不同的方法，充分發(fā)揮想象力，創(chuàng)造力。</p><p> 　　(4)有助于教會(huì)學(xué)生從各種渠道獲得知識(shí)和自學(xué)解決問(wèn)題的能力，這種能力在學(xué)生將來(lái)的求學(xué)和人生道路中有重要的幫助。所謂師父領(lǐng)進(jìn)門，修行在個(gè)人。</p><p> 　　(5)有助于培養(yǎng)學(xué)生的研究報(bào)告和論文的撰寫能力。</p><p> 　　(6)有助于培養(yǎng)學(xué)生間的協(xié)作能力，我們都知道復(fù)雜的數(shù)學(xué)建模問(wèn)題是需要好幾個(gè)不同專業(yè)的人互相合作完成的。中學(xué)中研究性學(xué)習(xí)的活動(dòng)中我們也是把學(xué)生分成小組進(jìn)行合作的。</p><p> 　　3.中學(xué)生數(shù)學(xué)建模能力的培養(yǎng)</p><p> 　　3.1充分利用教材</p><p> 　　高中課本中有很多的閱讀材料，其中包涵一些數(shù)學(xué)實(shí)際問(wèn)題，講導(dǎo)數(shù)的時(shí)候的高臺(tái)跳水問(wèn)題，氣球膨脹問(wèn)題;又比如銀行存錢問(wèn)題。教材中的這些寶貴的素材我們要好好利用，而不是從不過(guò)問(wèn)，一句高考不會(huì)考就直接跳過(guò)去。</p><p> 　　3.2在每個(gè)數(shù)學(xué)知識(shí)分支中介紹相印的數(shù)學(xué)模型</p><p> 　　比如：一次函數(shù)：成本、利潤(rùn)、銷售收入;</p><p> 　　二次函數(shù)：優(yōu)化問(wèn)題、用料最省、收益最大、投入最低;</p><p> 　　指數(shù)函數(shù)：細(xì)胞分裂、病毒感染;</p><p> 　　三角函數(shù)：測(cè)繪、力學(xué)、運(yùn)動(dòng)學(xué)問(wèn)題</p><p> 　　不等式：線性規(guī)劃</p><p> 　　3.3實(shí)際問(wèn)題解決過(guò)程中培養(yǎng)建模能力</p><p> 　　比如高中課本幾何概型那一節(jié)內(nèi)容中的“送報(bào)紙問(wèn)題”</p><p> 　　一人早上8：30-9：30出門上班，郵遞員早上9：00-10：00送報(bào)紙，問(wèn)這個(gè)人出門上班前收到報(bào)紙的概率。這是個(gè)生活中的問(wèn)題，學(xué)生對(duì)此十分興趣，躍躍一試，卻又找不到思路，主要原因是沒能建立數(shù)學(xué)模型。經(jīng)教師啟發(fā)指導(dǎo)、學(xué)生終于建立了面積模型。</p><p> 　　又比如古典概型中的同一天生日問(wèn)題：</p><p> 　　在一個(gè)足球場(chǎng)上的22名球員當(dāng)中有兩個(gè)人是同一天的概率是多少?</p><p> 　　像這個(gè)問(wèn)題可以實(shí)際操作一下，在用數(shù)學(xué)模型嚴(yán)謹(jǐn)?shù)乃阋幌?，我們?huì)有驚人的發(fā)現(xiàn)，原來(lái)概率是這么的大。</p><p> 　　在建模中充分感受到數(shù)學(xué)的神奇。</p><p> 　　3.4通過(guò)假期的研究性學(xué)習(xí)活動(dòng)提高數(shù)學(xué)建模能力</p><p> 　　教師可以找一些實(shí)際問(wèn)題共學(xué)生選擇，也可以從課本中選取問(wèn)題。</p><p> 　　4.從高考命題中看數(shù)學(xué)建模問(wèn)題的考察方向</p><p> 　　(2011年江蘇17)設(shè)計(jì)一個(gè)包裝盒(主要考查函數(shù)的概念、導(dǎo)數(shù)等基礎(chǔ)知識(shí)，考查數(shù)學(xué)建模能力、空間想象力、數(shù)學(xué)閱讀能力及解決實(shí)際問(wèn)題的能力。)</p><p> 　　(2011年湖南理20)淋雨量問(wèn)題(主要考查函數(shù)的概念、單調(diào)性、最值等基礎(chǔ)知識(shí)，考查數(shù)學(xué)建模能力、數(shù)學(xué)閱讀能力及解決實(shí)際問(wèn)題的能力。其中包括一些分段函數(shù)知識(shí)。)</p><p> 　　(2011年四川理9)某運(yùn)輸公司運(yùn)輸貨物最大利潤(rùn)問(wèn)題(線性規(guī)劃問(wèn)題)</p><p> 　　從以上的幾道高考題的考察形式和內(nèi)容上看，可以發(fā)現(xiàn)實(shí)際問(wèn)題的解決是現(xiàn)今中學(xué)數(shù)學(xué)教學(xué)中的熱點(diǎn)，難點(diǎn)。因?yàn)閷?shí)際問(wèn)題復(fù)雜，設(shè)計(jì)問(wèn)題多，考慮的影響因素也多，所以最能考察學(xué)生的解決問(wèn)題的能力。光知道些死知識(shí)，而不知如何運(yùn)用的學(xué)生將難以適應(yīng)以后的考試形式。所以作為高中教師，我們要培養(yǎng)他們的這種能力。“授之以魚不如授之以漁”。</p><p> 　　【參考文獻(xiàn)】</p><p> 　　[1]雷功炎編.數(shù)學(xué)模型講義.北京大學(xué)出版社，1999.</p><p> 　　[2]劉來(lái)福，曾文藝編著.問(wèn)題解決的數(shù)學(xué)模型方法.北京師范大學(xué)出版社，1999.</p><p> 　　[3]吳翔，吳孟達(dá)，成禮智編著.數(shù)學(xué)建模的理論與實(shí)踐.國(guó)防科技大學(xué)出版社，1999.</p><p> 　　[4]馮永明，張啟凡，劉鳳文.中學(xué)數(shù)學(xué)建模的教學(xué)構(gòu)想與實(shí)踐.數(shù)學(xué)通訊，2000(13).</p><p> 　　[5]陳祖福.迎接時(shí)代挑戰(zhàn) 更新教育思想和觀念.高等理科教育，1997(02).</p><p> 　　[6]葉其孝主編.中學(xué)數(shù)學(xué)建模[M].湖南教育出版社，1998葉其孝主編.中學(xué)數(shù)學(xué)建模.湖南教育出版社，1998.</p><h2> 　　2017數(shù)學(xué)建模一等獎(jiǎng)?wù)撐钠?</h2><p> 　　談?wù)剶?shù)學(xué)建模中的課程改革</p><p> 　　摘要：數(shù)學(xué)建模課程可以培養(yǎng)學(xué)生的創(chuàng)新能力和動(dòng)手操作的能力。其現(xiàn)狀主要包括數(shù)學(xué)建模課程的設(shè)置，教材和教學(xué)內(nèi)容，教學(xué)方法與教學(xué)手段，組織學(xué)生參加競(jìng)賽和師資建設(shè)等五個(gè)方面，并結(jié)合實(shí)際問(wèn)題進(jìn)行分析及改革，同時(shí)提出相應(yīng)的對(duì)策來(lái)提高學(xué)生知識(shí)解決問(wèn)題的能力。對(duì)此，應(yīng)該在教學(xué)過(guò)程中選擇具有代表性的案例來(lái)進(jìn)行分析，使用多媒體技術(shù)來(lái)教學(xué)，重視軟件的講解與練習(xí)，強(qiáng)化學(xué)生的能力，加強(qiáng)課后練習(xí)，同時(shí)提高師資水平來(lái)提高數(shù)學(xué)建模課程的教學(xué)質(zhì)量。</p><p> 　　關(guān)鍵詞：數(shù)學(xué)建模課程改革</p><p> 　　引言</p><p> 　　數(shù)學(xué)建模，從宏觀上講是人們借助數(shù)學(xué)改造自然、征服自然的過(guò)程，從微觀上講是把數(shù)學(xué)作為一種工具并應(yīng)用它解決實(shí)際問(wèn)題的教學(xué)活動(dòng)方式。數(shù)學(xué)建模通過(guò)建立數(shù)學(xué)模型解決各種實(shí)際問(wèn)題，即用數(shù)學(xué)的語(yǔ)言刻畫和描述實(shí)際問(wèn)題，然后經(jīng)過(guò)數(shù)學(xué)的處理得到定量的結(jié)果。數(shù)學(xué)建模教學(xué)與競(jìng)賽是提高學(xué)生運(yùn)用所學(xué)知識(shí)解決實(shí)際問(wèn)題的有效途徑。隨著數(shù)學(xué)建模的廣泛應(yīng)用，其重要性也得到認(rèn)可，逐漸由非主干課轉(zhuǎn)化為主干課，課時(shí)和實(shí)踐環(huán)節(jié)也隨之增加，但同時(shí)，在各種教學(xué)實(shí)踐和參賽實(shí)踐中，數(shù)學(xué)建模也暴露了許多問(wèn)題，這就引發(fā)了數(shù)學(xué)建模的改革高潮。</p><p> 　　1.數(shù)學(xué)建模課程的存在的問(wèn)題以及引起這些問(wèn)題的原因</p><p> 　　1.1數(shù)學(xué)建模存在的問(wèn)題</p><p> 　　1.1.1教學(xué)內(nèi)容選擇不合理，具有很大的隨意性</p><p> 　　目前數(shù)學(xué)建模在教學(xué)中還沒有形成比較完整嚴(yán)密的教學(xué)體系，教學(xué)資料的編排也各不相同，有些教材以實(shí)際問(wèn)題為主線編排，有些教材則以所使用的數(shù)學(xué)方法為主線編排。以實(shí)際問(wèn)題為主線的編排體系，主要是羅列問(wèn)題，過(guò)分突出問(wèn)題的解決，教材中涵蓋了大量難度較大的現(xiàn)成的數(shù)學(xué)模型，這些模型應(yīng)用了大量的非數(shù)學(xué)領(lǐng)域的知識(shí)和方法，照搬這類教材進(jìn)行數(shù)學(xué)建模教學(xué)，學(xué)生接受難，教師駕馭難。而以數(shù)學(xué)方法為主線的編排體系，則過(guò)分突出了數(shù)學(xué)知識(shí)的介紹，由于數(shù)學(xué)建模所用到的數(shù)學(xué)知識(shí)十分廣泛，幾乎涉及到數(shù)學(xué)的各個(gè)分支，因此對(duì)教師的知識(shí)結(jié)構(gòu)提出了很高的要求;同時(shí)此體系還存在很多課程內(nèi)容重復(fù)現(xiàn)象。</p><p> 　　1.1.2教師教學(xué)方法不得當(dāng)，模型講解過(guò)于機(jī)械</p><p> 　　高校開設(shè)數(shù)學(xué)建模課程的時(shí)間較短，缺乏應(yīng)有的教學(xué)經(jīng)驗(yàn)來(lái)借鑒，大多數(shù)教師仍然采用一般數(shù)學(xué)課程的教學(xué)方法，對(duì)各種模型按照所用數(shù)學(xué)知識(shí)機(jī)械講解，對(duì)問(wèn)題的形成背景，建模過(guò)程中可能用到的不同數(shù)學(xué)思想和方法很少顧及。實(shí)際上，數(shù)學(xué)建模課程和一般的數(shù)學(xué)課程有很大不同。在建模中，近似解也許比解析解更合理，窮舉法也不再是笨辦法。因此照搬一般數(shù)學(xué)課程中的教學(xué)方法是行不通的，數(shù)學(xué)建模的教學(xué)應(yīng)該更靈活、更主動(dòng)，否則會(huì)使得學(xué)生難以掌握數(shù)學(xué)建模的精髓。</p><p> 　　1.1.3學(xué)生學(xué)習(xí)方法不靈活，學(xué)習(xí)過(guò)程過(guò)于死板</p><p> 　　與教師在教學(xué)方法上的問(wèn)題相似，學(xué)生在學(xué)習(xí)數(shù)學(xué)建模課程中也會(huì)沿用在學(xué)習(xí)其他數(shù)學(xué)課程中的方法，但到了數(shù)學(xué)建模，很多學(xué)生發(fā)現(xiàn)這些學(xué)習(xí)方法應(yīng)多一線數(shù)學(xué)建模教師也不善于引導(dǎo)學(xué)生靈活地應(yīng)用已掌握的基礎(chǔ)數(shù)學(xué)知識(shí)求解建模問(wèn)題，使得學(xué)生覺得數(shù)學(xué)建模過(guò)于復(fù)雜而產(chǎn)生畏懼。應(yīng)付不了數(shù)學(xué)建模這門課程的學(xué)習(xí)，從而是學(xué)生學(xué)習(xí)起來(lái)非常吃力。</p><p> 　　1.2引起這些問(wèn)題的原因</p><p> 　　根據(jù)多方面的了解以及研究，我們可以發(fā)現(xiàn)，引起以上這些問(wèn)題的原因可以總結(jié)為以下幾個(gè)幾點(diǎn)：</p><p> 　　第一、在日常的學(xué)習(xí)中，學(xué)生對(duì)于數(shù)學(xué)建模的學(xué)習(xí)熱情不高，積極性也不高，總是抱著臨陣磨槍的心態(tài)來(lái)應(yīng)對(duì)數(shù)學(xué)建模課程的學(xué)習(xí)。</p><p> 　　第二，在參加競(jìng)賽培訓(xùn)的學(xué)生中，學(xué)生的專業(yè)比較單一，數(shù)學(xué)建模課程沒有在高校學(xué)生中得到廣泛的推廣，這些雖與宣傳力度以及缺少必要的教學(xué)環(huán)節(jié)都存在或多或少的關(guān)系。</p><p> 　　第三，高低年紀(jì)的學(xué)生參加比例與獲獎(jiǎng)人數(shù)不成比例。對(duì)于高年級(jí)的同學(xué)，特別是大四的同學(xué)來(lái)說(shuō)，他們擁有較厚的數(shù)學(xué)基礎(chǔ)，但由于面臨著畢業(yè)，考研、工作、出國(guó)的等各種壓力，參賽的學(xué)生較少，但獲獎(jiǎng)的比例卻很大;而低年級(jí)的同學(xué)，參加的人數(shù)較多，且積極性很高，但成績(jī)不突出，獲獎(jiǎng)的人數(shù)也很少。這些從側(cè)面反映了低年級(jí)課程安排不合理，有些課程開設(shè)的太晚。</p><p> 　　第四，還有很多人把數(shù)學(xué)建模課程的重點(diǎn)放在了具有復(fù)雜背景的實(shí)際問(wèn)題的解決上，他們忽略了數(shù)學(xué)專業(yè)的特點(diǎn)以及培養(yǎng)目標(biāo)，數(shù)學(xué)建模課程的重點(diǎn)應(yīng)該放在樹立信念、培養(yǎng)意識(shí)和能力上。</p><p> 　　第五，數(shù)學(xué)建模課程的開設(shè)以及使用的教材也存在著很多不足。大部分的高校數(shù)學(xué)教育專業(yè)的數(shù)學(xué)建模課程照搬理工類專業(yè)數(shù)學(xué)建模教材，而這些教材主要存在以下問(wèn)題：首先，教材中包含大量難度較大的現(xiàn)成的數(shù)學(xué)模型，要理解這些問(wèn)題很困難，導(dǎo)致了大部分學(xué)生的死記硬背; 再者，這些教材主要是采用以問(wèn)題為主線的塊狀編排體系，重點(diǎn)是問(wèn)題的列，過(guò)分突出問(wèn)題解決?？梢姡瞻徇@些教材給數(shù)學(xué)建模課程的教學(xué)帶來(lái)了較大的負(fù)面影響，老師難以駕馭，學(xué)生也難以理解，更重要的是難以落實(shí)數(shù)學(xué)教育專業(yè)數(shù)學(xué)建模課程應(yīng)使學(xué)生樹立“數(shù)學(xué)具有廣泛應(yīng)用性”的信念，培養(yǎng)學(xué)生數(shù)學(xué)應(yīng)用的意識(shí)和能力，使學(xué)生掌握一套數(shù)學(xué)建模方法等目標(biāo)，難以適應(yīng)高等學(xué)校數(shù)學(xué)教育改革的需要。</p><p> 　　綜上所述，我們可以看出，解決數(shù)學(xué)建模課程實(shí)施中所存在的問(wèn)題是課程建設(shè)與改革的重中之重，建構(gòu)符合數(shù)學(xué)教育專業(yè)實(shí)際和特色的教材以及形成一套與數(shù)學(xué)教育專業(yè)特點(diǎn)相適應(yīng)的、科學(xué)的教學(xué)方法是當(dāng)務(wù)之急。</p><p> 　　2.數(shù)學(xué)建模課程的改革</p><p> 　　數(shù)學(xué)建模課程在大學(xué)的日常學(xué)習(xí)中得到了廣泛的應(yīng)用，但同時(shí)也存在許多方面的缺點(diǎn)，為此，我們需要來(lái)改善數(shù)學(xué)建模課程中存在的問(wèn)題，來(lái)方便學(xué)生日常生活的使用。我們可以通過(guò)以下途徑來(lái)完成數(shù)學(xué)建模課程的改善：</p><p> 　　首先，要精心設(shè)計(jì)教學(xué)案例，開展案例教學(xué)法。教學(xué)案例的選取要具有代表性、原始性、趣味性、創(chuàng)新性，要能使學(xué)生很好的融入這個(gè)案例中。對(duì)于案例的課堂教學(xué)，應(yīng)該注重兩方面，第一個(gè)方面要從實(shí)際問(wèn)題出發(fā)，講清問(wèn)題的背景、建模的要求和已掌握的信息，如何通過(guò)合理的假設(shè)和簡(jiǎn)化分析建立優(yōu)化的數(shù)學(xué)模型。另外一個(gè)方面就是老師的講授必須和學(xué)生的討論相結(jié)合。</p><p> 　　其次，把好課后建模實(shí)踐訓(xùn)練關(guān)，鞏固和深化課堂教學(xué)。為了是學(xué)生更好的學(xué)習(xí)，老師可以通過(guò)布置課后作業(yè)，組織同學(xué)們?cè)谡n堂上討論，讓學(xué)生們上機(jī)操作，來(lái)熟練各種數(shù)學(xué)軟件的具體使用，做到手和腦的結(jié)合使用，以及在學(xué)完一部分知識(shí)后給同學(xué)們做定時(shí)的小測(cè)試。</p><p> 　　再者，就是不斷提高數(shù)學(xué)老師自身的水平。為了提高老師的水平，一方面可以多派老師走出去進(jìn)行專業(yè)培訓(xùn)學(xué)習(xí)和學(xué)術(shù)交流。另一方面可以多請(qǐng)著名的專家教授走進(jìn)來(lái)做建模學(xué)術(shù)報(bào)告，使師生增長(zhǎng)知識(shí)，拓寬視野，了解科學(xué)發(fā)展前沿的新趨勢(shì)、新動(dòng)態(tài)。另外，數(shù)學(xué)老師還必須更新教育理念，不斷積累和更新專業(yè)知識(shí)，其中包括較寬廣的人文和科學(xué)素養(yǎng)。數(shù)學(xué)老師只有不斷創(chuàng)新，努力提高自身素質(zhì)，才能適應(yīng)新的形勢(shì)，符合時(shí)代發(fā)展的要求。</p><p> 　　3.結(jié)語(yǔ)</p><p> 　　總而言之，數(shù)學(xué)建模的內(nèi)容具有很實(shí)用的價(jià)值，對(duì)于提高學(xué)生綜合的素質(zhì)，培養(yǎng)學(xué)生分析問(wèn)題、解決問(wèn)題的能力具有重要的意義，它不僅為學(xué)生提供了一個(gè)參與實(shí)踐、勇于創(chuàng)新的平臺(tái)，也為學(xué)生的進(jìn)一步發(fā)展打下了良好的基礎(chǔ)。至于數(shù)學(xué)建模課程的推廣以及進(jìn)一步的改革始終是數(shù)學(xué)建模這門課程的關(guān)鍵，并有待大家進(jìn)一步的思考和探索。</p><p> 　　參考文獻(xiàn)：</p><p> 　　1.阮曉青，周義倉(cāng).數(shù)學(xué)建模引論[M].北京：高等教育出版社，2005：103-200.</p><p> 　　2.李大潛.中國(guó)大學(xué)生數(shù)學(xué)建模競(jìng)賽[M].北京：高等教育出版社，1998.</p><p> 　　3.李曉毅，徐兆棣.概率統(tǒng)計(jì)教學(xué)與數(shù)學(xué)建模思想的融入沈陽(yáng)師范大學(xué)學(xué)報(bào)</p><h3><span><strong>>>>下一頁(yè)更多精彩的“2017數(shù)學(xué)建模一等獎(jiǎng)?wù)撐?rdquo;</strong></span></h3><p> </div> <div id="8hh5rq1ip" class="y_ju"></div> <div id="8hh5rq1ip" class="pnum"> <ul id="page_slice"> <li><a>共2頁(yè): </a></li><li><a href='#'>上一頁(yè)</a></li><li id="8hh5rq1ip" class="thisclass"><a href='#'>1</a></li><li><a href='3297899_2.html'>2</a></li><li><a href='3297899_2.html'>下一頁(yè)</a></li> <div id="8hh5rq1ip" class="clear"></div> </ul> </div> </article> <div id="8hh5rq1ip" class="list_hot ar_related bj_mt20 louti"> <h4 class="title2 title2_te">相關(guān)文章</h4> <ul class="bj_mt20"> <li id="8hh5rq1ip" class="lb_3 chao"> <time>03-10</time> <a href="http://wyyxscd8644.com/yanjianggao/jiaoshi/3453267.html" title="黨員教師演講稿范文大全" target="_blank">黨員教師演講稿范文大全</a> </li> <li id="8hh5rq1ip" class="lb_3 chao"> <time>08-30</time> <a href="http://wyyxscd8644.com/shenghuo/richang/242434.html" 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