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題名 | Nata生產技術於食品之應用 |
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作者姓名(中文) | 李福臨; | 書刊名 | 食品資訊 |
卷期 | 221 2007.10[民96.10] |
頁次 | 頁32-37 |
專輯 | 食品原配料 |
分類號 | 463.1 |
關鍵詞 | 醋酸菌; 細菌纖維素; 膳食纖維; Nata; |
語文 | 中文(Chinese) |
中文摘要 | 在教育改革的浪潮下,中學教育不但在課程上有所革新,一些創新的教學目標也不斷被提出。例如,美國數學教師協會也大力倡導「數學論證的理解與評價」。研究者認為在「論證判讀」活動中,學生能將自己的「數學論證」與經過社會建構之後的「數學證明」兩相比較,經由相互磋商,判讀何者為有效的數學證明,讓學生反省自己思維轉折的歷程。因此,將「論證判讀」應用到課堂中,應該是適切的。本文先探討「論證判讀」教學理念的起源,繼而介紹論證判讀的思維歷程,最後再參考閱讀理解的教學法,提出可行的教學設計並舉例說明。 |
英文摘要 | In the wave of educational reform, not only is secondary education innovative in curriculum, but also some innovative teaching objectives have been raised continually. For example, National Council of Teachers of Mathematics also vigorously initiates "Instructional Programs should enable all students to develop and evaluate mathematical arguments and proofs." Researchers believe that in the "argumentation validation" activity, students can compare their "mathematical argumentations" with the "mathematical proof constructed by mathematical society". They negotiate with each other, and determine which one is a valid mathematical proof, leading themselves to students reflect turning points in their thinking processes. Therefore, it should be appropriate to apply "argumentation validation" to the classroom. We first explore the origin of teaching concept "argumentation validation" in this paper, and then present the thinking process of "argumentation validation". Finally we refer to the teaching method in reading comprehension, and come up with some possible teaching designs and provide examples. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。