{"title":"对数概念教学中存在的原因","authors":"W. Ailing, Xiong Bin","doi":"10.24297/IJREM.V7I4.4352","DOIUrl":null,"url":null,"abstract":"Two key points of logarithm concept teaching design view are examined in this study. Present Reasons educational theory is examined for purpose of achieving profound understanding of subject content. Academic course subject content analysis is conducted to determine learning difficulties through investigating initial point of student cognition. Methods are then designed for bypassing study challenges from multiple levels and angles.","PeriodicalId":247415,"journal":{"name":"International Journal of Research in Education Methodology","volume":"15 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2016-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Logarithm Concept Teaching in Teaching Present Reasons\",\"authors\":\"W. Ailing, Xiong Bin\",\"doi\":\"10.24297/IJREM.V7I4.4352\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Two key points of logarithm concept teaching design view are examined in this study. Present Reasons educational theory is examined for purpose of achieving profound understanding of subject content. Academic course subject content analysis is conducted to determine learning difficulties through investigating initial point of student cognition. Methods are then designed for bypassing study challenges from multiple levels and angles.\",\"PeriodicalId\":247415,\"journal\":{\"name\":\"International Journal of Research in Education Methodology\",\"volume\":\"15 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2016-02-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Research in Education Methodology\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.24297/IJREM.V7I4.4352\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Research in Education Methodology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.24297/IJREM.V7I4.4352","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Logarithm Concept Teaching in Teaching Present Reasons
Two key points of logarithm concept teaching design view are examined in this study. Present Reasons educational theory is examined for purpose of achieving profound understanding of subject content. Academic course subject content analysis is conducted to determine learning difficulties through investigating initial point of student cognition. Methods are then designed for bypassing study challenges from multiple levels and angles.
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