高等教育国家级教学成果奖中数学项目的实证研究  

Empirical Study on the Mathematics Winning Projects of National Teaching Achievement Awards of Higher Education

作　　者：施鹏 高雪芬[1] 许言庆 SHI Peng;GAO Xuefen;XU Yanqing(School of Science,Zhejiang Sci-Tech University,Hangzhou 310018,China;School of Economics,Zhejiang University of Technology,Hangzhou 310014,China)

机构地区：[1]浙江理工大学理学院,浙江杭州310018 [2]浙江工业大学经济学院,浙江杭州310014

出　　处：《当代教育理论与实践》2023年第1期149-156,共8页Theory and Practice of Contemporary Education

基　　金：高等学校大学数学教学研究与发展中心项目(CMC20220102);浙江理工大学课程思政示范课程建设项目(sfkc202201)。

摘　　要：以近4届高等教育国家级教学成果奖中的44项数学奖项为样本,对完成单位、完成人、研究主题的分布等进行实证研究。研究发现,完成单位区域集聚效应突出,名师的引领作用明显。研究主题上,以非数学类专业的学生培养为主。建议成果奖在奖项设置上增加数学项目特别是数学类专业项目的比例,对不同层次的院校分赛道评选,加强成果奖的辐射作用,注重教学成果奖的继承与发展,鼓励教师进行长期的改革创新。Based on the study of 44 Mathematics Awards of the latest four National Teaching Achievement Awards of higher education, this paper focuses the prize winner, the university he works in and his research topics. It is found that the regional agglomeration effect of awarded universities is prominent. Most of prize winners are well-known teachers. Most of the topics are for the cultivation of non-mathematics major students. It is suggested that the proportion of mathematics projects, especially mathematics major projects, should be increased in the award setting of achievement award, and different levels of colleges and universities should be selected separately. Thus, the radiation effect of achievement award is strengthened, the teaching achievement awards would be passed on and developed, and teachers are encouraged to make innovations in the long term.

关 键 词：高等教育 教学成果奖 数学 实证研究 

分 类 号：G642.0[文化科学—高等教育学]