适应新工科的高等数学教学改革:逻辑、困境、进路  

Advanced Mathematics Teaching Reform Adapting to New Engineering Disciplines:Logic,Challenges,and Approaches

作　　者：朱玉 ZHU Yu(Ma’anshan University,Ma’anshan 243100,Anhui,China)

机构地区：[1]马鞍山学院,安徽马鞍山243100

出　　处：《安徽工业大学学报（社会科学版）》2024年第3期67-69,共3页Journal of Anhui University of Technology：Social Sciences

基　　金：安徽省高校学科(专业)拔尖人才学术资助重点项目(gxbjZD2022097)。

摘　　要：高等数学作为一门培养学生逻辑思维、形成科学素养的核心基础课,在课程教学中还存在理念创新不足、内容更新缓慢、方法传统单一、思政融入不深、评价体系不完善等问题,难以满足新工科人才培养需求。高等数学教学应遵循课程改革的顶层逻辑、底层逻辑、实践逻辑,学科逻辑,针对问题和困境,逐步推进课程改革:一是完善顶层设计,重塑课程目标;二是深化思政融合,提高育人实效;三是突破传统经典,重构内容体系;四是注重特色教学,构建突出个性培养的多元教学模式;五是走出思维惯性,改革评价方式,引导学生全面发展。Advanced Mathematics,a fundamental course that underpins scientific knowledge,cultivates logical thinking,and fosters scientific literacy,encounters several challenges in its instructional approach.These include a lack of innovation in concepts,slow updates in content,traditional and monolithic teaching methods,insufficient integration of ideological and political education,and a deficiency in reformative evaluation methods.Such issues have led to difficulties in curriculum reform,rendering the quality of teaching unable to meet the demands for new engineering talent cultivation.To align with the needs of new engineering education,the teaching of Advanced Mathematics should adhere to the top-level design,foundational logic,practical logic,and disciplinary logic of curriculum reform.This involves a gradual progression in addressing these challenges and predicaments:first,by refining the overarching design,updating concepts,and reshaping course objectives;second,by deepening the integration of ideological and political education to enhance educational effectiveness;third,by breaking away from traditional norms to meet demands and re-construct the content system;fourth,by emphasizing distinctive teaching features and developing a diversified model;and fifth,by moving beyond conventional thinking to reform evaluation and guide comprehensive development.

关 键 词：新工科 高等数学 教学改革 

分 类 号：G642.0[文化科学—高等教育学]