数学分析混合教学的线上线下黏性分析及举措  

Analysis and Measures of Online and Offline Stickiness in Mixed Teaching of Mathematical Analysis

作　　者：黄留佳[1] 杨秋花 卢卫君[2] HUANG Liujia;YANG Qiuhua;LU Weijun(College of Artificial Intelligence,Guangxi Minzu University,Nanning 530006,China;College of Mathematics and Physics,Guangxi Minzu University,Nanning 530006,China;College of Mathematical and Electronic Information Engineering,Guangxi Minzu Normal University,Chongzuo 532200,China)

机构地区：[1]广西民族大学人工智能学院,广西南宁530006 [2]广西民族大学数学与物理学院,广西南宁530006 [3]广西民族师范学院数理与电子信息工程学院,广西崇左532200

出　　处：《广西民族大学学报（自然科学版）》2022年第3期74-83,共10页Journal of Guangxi Minzu University ：Natural Science Edition

基　　金：广西高等教育本科教学改革工程项目(2017JGA173);广西民族大学教改工程项目(2016XJGY25)。

摘　　要：数学分析这门课有利于培养学生直接体会到数学是确切表达科学思想的语言和训练抽象思维和逻辑推理能力。借助校园便捷的Wi-Fi覆盖以及诱惑力极大的手机Q群和微信,尝试线上线下混合式教学模式是一个值得大力摸索和创新推广的举措。基于A.韦伊的观点和费曼的Know what与Know how的因材施教理念,笔者提出数学分析的线上线下混合式教学的黏性理念和措施,提高线下教学中学生的专注力和思考力,培育自我学习驱动引擎,为线上课堂教学带来实质的推动。Mathematical analysis is conducive to cultivating students’ direct understanding that mathematics is the language to express scientific ideas and training abstract thinking and logical reasoning ability. With the help of the convenient Wi-Fi coverage on campus and the attractive mobile phone Q group and WeChat,it is worth exploring and innovating to try the online and offline hybrid teaching mode. Based on the views of A. Wey and Feynman’s "Know What and Know How" concept of individualized teaching,this paper proposes the cohesive concept and measures of online and offline hybrid teaching of mathematical analysis to improve students’ concentration and thinking ability in offline teaching,cultivate self-learning driving engine,and bring real impetus to online face-to-face teaching.

关 键 词：数学分析 趣味引擎资料 混合教学 学习信念 黏性分析 

分 类 号：G642[文化科学—高等教育学]