课程思政案例在《线性代数》教学中的应用——以行列式的定义为例  

Application of Ideological and Political Case in Linear Algebra Teaching——A Case Study on the Definition of Determinant

作　　者：梁玥 高小燕 刘文 LIANG Yue;GAO Xiao-yan;LIU Wen(Center for Quantitative Biology,College of Science,Gansu Agricultural University,Lanzhou 730070,Gansu)

机构地区：[1]甘肃农业大学理学院/数量生物学研究中心,甘肃兰州730070

出　　处：《陇东学院学报》2024年第2期117-121,共5页Journal of Longdong University

基　　金：甘肃农业大学2021年校级“课程思政”示范课程项目;甘肃省高等学校省级线上线下混合式一流课程。

摘　　要：行列式是线性代数中的一个重要的数学概念,贯穿线性代数课程教学的始终。首先,通过思政课程案例设计,结合古代数学的精彩历史,激励学生热爱祖国,热爱中华文明,培养学生的文化自信和民族自豪感。其次,运用问题驱动法重现初中二元一次线性方程组的求解过程,通过归纳总结,发现一般规律,最终得出n阶行列式的定义,让学生懂得实践与知识的辩证关系,培养学生严谨的科学思维,提升学生探索科学真理的能力。最后,从数学美的角度让学生获得美的修养,从而达到在教学过程中立德树人的目的。Determinant is an important mathematical concept in linear algebra.It runs through the whole course of linear algebra teaching.Firstly,we combine the design of ideological and political course cases with the wonderful history of ancient mathematics to inspire students to love their motherland and love Chinese civilization,and to cultivate their cultural confidence and national pride in this paper.Secondly,the problem-driven method is used in the paper to reproduce the solving process of binary linear equations in junior middle school.Summarize by induction,we can instruct to discover the general law and finally to reach the definition of n-order determinant.In this way,students are expected to understand the dialectical relationship between practice and knowledge,and thus to develop their rigorous scientific thinking ability and enhance students’ability to explore scientific truth.Finally,from the perspective of enjoying mathematical beauty,students will be able to obtain the cultivation of beauty while learning to achieve the purpose of moral education in the teaching process.

关 键 词：线性代数 行列式 课程思政案例 

分 类 号：G642[文化科学—高等教育学]