论文部分内容阅读
高等学校少数民族预科生、高层次骨干人才硕士研究生的基础强化培训是少数民族预科教育的重要内容。对于如何通过教学改革以推动高校少数民族预科生基础强化培训这一问题,卢华语认为,课外延伸活动适用于少数民族预科教育,具有特殊性和重要性,应将课外延伸活动纳入学科教学活动,注重计划性、针对性及其理论与实践研究。范奎山认为,少数民族预科教育要重视教与学的动态过程,突出文学类课程在少数民族预科教育阶段的重要性,对学生进行审美教育与情感熏陶,完善文学类课程的结构和设置。孙卫红认为,少数民族高层次骨干人才的“高等数学”课程教学应采取多种方法相结合,即:面向全体学生与关注个别学生相结合,理清知识结构与“开枝散叶”相结合,数学语言、文字表述与思维训练相结合,夯实基础知识与深化拓展课本知识相结合,数学思想方法训练与人文素质培养相结合。何开丽认为,应建立一套适合少数民族高层次骨干人才的英语课程体系,以满足他们对文化和英语的学习需求。卢炳惠通过问卷调查,了解到西南大学少数民族预科生英语学习情况,分析了非智力因素对少数民族预科生英语学习的影响,并就如何发挥非智力因素在少数民族预科生英语学习中的积极作用提出对策。
The strengthening of basic training for postgraduates of majored ethnic groups and high-level cadres at institutions of higher learning is an important part of preparatory education for ethnic minorities. For how to promote the prerequisite training for college students of ethnic minorities through teaching reform, Luhua believes that the extracurricular extracurricular activities are suitable for the preparatory education for ethnic minorities, which is of particularity and importance. It is necessary to include extracurricular extracurricular activities in subject teaching activities, Focus on planning, relevance and theoretical and practical research. Fan Kuishan believes that the preparatory education for ethnic minorities should pay attention to the dynamic process of teaching and learning, highlight the importance of literary courses in preparatory education for ethnic minorities, aesthetically educate and emotionally affect students, and improve the structure and setting of literary courses. Sun Weihong believes that the teaching of higher mathematics courses for key ethnic minority high-level talents should be combined in a variety of ways, namely: for all students and the individual students concerned, the combination of knowledge structure and clear " Combination of mathematical language, text expression and thinking training, consolidate the combination of basic knowledge and deepen the expansion of textbook knowledge, mathematical thinking and training methods combined with the cultivation of humanistic quality. He Keli believes that an English curriculum system suitable for high-level key personnel of ethnic minorities should be established to meet their learning needs of culture and English. Through the questionnaire survey, Lu Binghui learned about the English learning of ethnic minority pre-university students in Southwest University, analyzed the impact of non-intelligence factors on English learning of ethnic minority pre-college students, and discussed how to play a positive role of non-intellectual factors in ethnic English preparatory students’ English learning Suggest plans.