微课在高等数学翻转课堂中的应用及效果分析  

Application and Effect Analysis of Micro-lecture in Flipped Classroom of Higher Mathematics

作　　者：温坤文[1] 旷菊红[2] 黄慧青[1] 黄丽芳 WEN Kun-wen;KUANG Ju-hong;HUANG Hui-qing;HUANG Li-fang(School of Mathematics,Jiaying University,Meizhou,Guangdong 514015,China;School of Mathematics and Computational Science,Wuyi University,Jiangmen,Guangdong 529020,China;School of Statistics and Mathematics,Guangdong University of Finance&Economics,Guangzhou,Guangdong 510320,China)

机构地区：[1]嘉应学院数学学院,广东梅州514015 [2]五邑大学数学与计算科学学院,广东江门529020 [3]广东财经大学统计与数学学院,广东广州510320

出　　处：《教育教学论坛》2021年第42期153-156,共4页Education And Teaching Forum

基　　金：2018年度广东省高等教育教学改革与研究项目“基于翻转课堂模式的高等数学教学探究”(粤教高函﹝2018﹞180号);2018年度嘉应学院第十五批高等教育教改项目“基于翻转课堂模式的‘高等数学’课程改革”(JYJG20180201)。

摘　　要：翻转课堂教学模式作为一种新兴的教学模式,广受高校教育者的关注。课前自学环节是翻转课堂的重要环节,高等数学知识极其抽象且难以理解和掌握,学生单靠阅读课本进行自学新知识的效果比较低,又很难找到适合自学的资源。而教师在课前先对高等数学知识进行项目化设计和分类,制作好相应的微课视频,给学生观看微课视频,自学并完成相应的学习任务,会使学生对知识点的掌握更有帮助,从而更好地激活学生学习高等数学的兴趣,提高翻转课堂环节的探究和巩固的效果,提高教学效率。As a new teaching model, flipped classroom is widely concerned by college educators. Pre-class self-study is an important part of flipped classroom. Higher Mathematics is extremely abstract and difficult to understand and master. The effect of reading textbooks alone is relatively low for students, and it is difficult for them to find resources suitable for self-study. Teachers design and categorize knowledge points into different sections, and make the corresponding micro-lecture video before class for students to watch and complete the corresponding learning tasks, which enables students to better grasp of the knowledge, activate their interest in learning higher mathematics, and improve teaching efficiency of flipped classroom.

关 键 词：微课 翻转课堂 教学案例 效果分析 

分 类 号：G642[文化科学—高等教育学]