随着数智化教育在新时代教育改革中日益凸显其重要性,其快速发展为高等教育带来了新的发展机遇与挑战。在此背景下,大学公共数学基础课程教学面临着转型升级的迫切需求,因为传统教学模式已难以适应学生个性化与多样化的学习需求。首先,分析当前大学公共数学基础课程教学过程中的主要问题,然后以“学生中心、产出导向、持续改进”的工程教育理念,提出针对性的教学改革对策,从“课内 + 课外”、“线上 + 线下”、“理论 + 实践”、“教学 + 育人”着手,进行“教学准备–课程教学–专业对接–数字化建设–过程化评价–学科竞赛”等六方面的探索实践,以促进教学质量的提升,为相关课程的教学改革提供借鉴与参考。As digital and intelligent education increasingly emphasizes its importance in the new era of educational reform, its rapid development brings both new opportunities and challenges to higher education. Against this backdrop, there is an urgent need for transformation and upgrading in the teaching of university public mathematical fundamentals courses, as traditional teaching methods are no longer able to meet the personalized and diverse learning needs of students. Firstly, an analysis of the main issues in current university public mathematical fundamentals course teaching is conducted. Subsequently, based on the engineering education principles of “student-centered, outcome-oriented, continuous improvement”, targeted strategies for teaching reform are proposed. These strategies encompass approaches such as “in-class + out-of-class”, “online + offline”, “theory + practice” and “teaching + nurturing”, aiming to explore and practice six aspects including “teaching preparation-course instruction-professional alignment-digitalization-process evaluation-disciplinary competitions”. This exploration aims to enhance teaching quality and provide insights and references for the refo
教育数字化的概念自提出以来就是教学改革的热点话题。在此,我们围绕北京化工大学“立德树人”的教育理念,结合大学工科专业的需求和数学基础课程的特色,以《复变函数与积分变换》数学课程为例,在数智赋能数学类基础课的教学内容、教学模式和教学评价上进行探索与实践,通过数字化教学内容实现课程内容优化、知识图谱构建和课程思政融合,通过数字化教学模式达到课前深度参与、课堂高频互动、课后精准反馈的良性循环,通过数字化课程考核进行伴随式评估、阶段化考核和全方位考评,以此让学生深刻体会到《复变函数与积分变换》等数学课程在工科专业中解决问题的思想,从而改善教学效率与学习效果,达到课程育人目标。It has been a hot topic since the concept of digitalization in education was proposed;focusing on the talent training goal of Beijing University of Chemical Technology, combined with the characteristics of basic mathematics courses, we take the course of “complex variable functions and integral transformations” as an example to explore and practice the teaching content, teaching mode and teaching evaluation of the basic courses of mathematics empowered by digital intelligence. Through digital teaching content, the optimization of course content, the construction of a knowledge graph, and the integration of course ideology and politics are realized, and the virtuous circle of deep participation before class, high-frequency interaction in the classroom, and accurate feedback after class is achieved through the digital teaching mode, and the accompanying assessment, staged assessment, and all-round evaluation are carried out through digital course assessment, so as to enhance students’ cognition and interest in basic mathematics courses such as “complex variable function and integral transformation”, improve teaching efficiency and learning effect, so as to achieve the goal of curr
高等工程数学基础是计算机技术专业学生必修的一门基础课,它不仅对学生后续课程中所学内容的学习有重要作用,而且为学生今后从事科学研究、工程设计等方面工作奠定坚实基础。随着高等教育的大众化发展,高等工程数学基础课程作为一门基础课在高校人才培养中的地位越来越重要。但是由于受传统教学模式和思想观念的影响,该课程的教学效果一直不理想,本文从高等工程数学基础课程教学现状及存在问题入手,结合教学实践经验,提出了一些新的教学方法,包括:案例教学、理论联系实际、改变传统的考核方式等。Advanced engineering mathematics is a compulsory basic course for students majoring in computer technology. It not only plays an important role in the study of what students learn in subsequent courses, but also lays a solid foundation for students to engage in scientific research and engineering design in the future. With the popularization of higher education, the basic course of higher engineering mathematics, as a basic course, plays a more and more important role in college talent training. However, due to the influence of traditional teaching mode and ideology, the teaching effect of this course has not been ideal. This paper starts with the teaching status and existing problems of the basic course of advanced engineering mathematics, and combines teaching practice experience, puts forward some new teaching methods, including case teaching, combining theory with practice, and changing the traditional assessment methods.
