为了改善学生“线性代数”课程的学习效果,对标教学质量国家标准和工程教育专业认证标准中的人才培养要求,重构“线性代数”课程的教学内容体系。将数学实验融入课堂教学中,借助线上教学平台,按课前预习、课中教学和课后巩固三个阶段实...为了改善学生“线性代数”课程的学习效果,对标教学质量国家标准和工程教育专业认证标准中的人才培养要求,重构“线性代数”课程的教学内容体系。将数学实验融入课堂教学中,借助线上教学平台,按课前预习、课中教学和课后巩固三个阶段实施教学过程,有效地将知识学习和专业技术培养相融合。良好的实践结果表明学生对新的教学模式满意度较高,学业成绩有了显著的进步,参与学科竞赛与创新创业实践活动的热情也明显高涨。In order to improve students’ learning effect of the “Linear Algebra” course, the teaching content system of the “Linear Algebra” course is reconstructed according to the requirements of national teaching quality standards and engineering education professional certification standards. The mathematics experiment is integrated into classroom teaching. With the help of an online teaching platform, the teaching process is implemented according to the three stages of pre-class preview, in-class teaching, and after-class consolidation, and knowledge learning and professional technology training are effectively integrated. The good practice results show that students have higher satisfaction with the new teaching mode, their academic performance has made remarkable progress, and their enthusiasm for participating in discipline competitions and innovation and entrepreneurship practice activities have also increased significantly.展开更多
文摘为了改善学生“线性代数”课程的学习效果,对标教学质量国家标准和工程教育专业认证标准中的人才培养要求,重构“线性代数”课程的教学内容体系。将数学实验融入课堂教学中,借助线上教学平台,按课前预习、课中教学和课后巩固三个阶段实施教学过程,有效地将知识学习和专业技术培养相融合。良好的实践结果表明学生对新的教学模式满意度较高,学业成绩有了显著的进步,参与学科竞赛与创新创业实践活动的热情也明显高涨。In order to improve students’ learning effect of the “Linear Algebra” course, the teaching content system of the “Linear Algebra” course is reconstructed according to the requirements of national teaching quality standards and engineering education professional certification standards. The mathematics experiment is integrated into classroom teaching. With the help of an online teaching platform, the teaching process is implemented according to the three stages of pre-class preview, in-class teaching, and after-class consolidation, and knowledge learning and professional technology training are effectively integrated. The good practice results show that students have higher satisfaction with the new teaching mode, their academic performance has made remarkable progress, and their enthusiasm for participating in discipline competitions and innovation and entrepreneurship practice activities have also increased significantly.
