基于成果导向教育(OBE)理念的问题驱动式教学法在教学过程中展现出的较好效果,探讨了该教学法在《高等数学》中方向导数章节的应用。通过设计一系列层次递进的问题,引导学员主动参与思考,深化对方向导数概念的理解,掌握其计算方法,并理...基于成果导向教育(OBE)理念的问题驱动式教学法在教学过程中展现出的较好效果,探讨了该教学法在《高等数学》中方向导数章节的应用。通过设计一系列层次递进的问题,引导学员主动参与思考,深化对方向导数概念的理解,掌握其计算方法,并理解其与偏导数的关系。教学实践与问卷调查结果表明,该方法显著提高了学员的学习兴趣与教学效果,增强了学员的问题解决能力和数学素养,为高等数学课程的教学模式创新提供了有价值的参考。The excellent effects of problem driven teaching method based on Outcome Based Education (OBE) concept in the teaching process are discussed, and its application in the directional derivative chapter of Higher Mathematics is explored. By designing a series of hierarchical problems, guide students to actively participate in thinking, deepen their understanding of the concept of directional derivatives, master their calculation methods, and understand their relationship with partial derivatives Teaching practice and questionnaire survey results show that this method significantly improves students’ learning interest and teaching effectiveness, enhances students’ problem-solving ability and mathematical literacy, and provides valuable reference for innovative teaching modes in higher mathematics courses.展开更多
文摘基于成果导向教育(OBE)理念的问题驱动式教学法在教学过程中展现出的较好效果,探讨了该教学法在《高等数学》中方向导数章节的应用。通过设计一系列层次递进的问题,引导学员主动参与思考,深化对方向导数概念的理解,掌握其计算方法,并理解其与偏导数的关系。教学实践与问卷调查结果表明,该方法显著提高了学员的学习兴趣与教学效果,增强了学员的问题解决能力和数学素养,为高等数学课程的教学模式创新提供了有价值的参考。The excellent effects of problem driven teaching method based on Outcome Based Education (OBE) concept in the teaching process are discussed, and its application in the directional derivative chapter of Higher Mathematics is explored. By designing a series of hierarchical problems, guide students to actively participate in thinking, deepen their understanding of the concept of directional derivatives, master their calculation methods, and understand their relationship with partial derivatives Teaching practice and questionnaire survey results show that this method significantly improves students’ learning interest and teaching effectiveness, enhances students’ problem-solving ability and mathematical literacy, and provides valuable reference for innovative teaching modes in higher mathematics courses.
