基于精准教学理念的“高等数学”课程与专业课融通的教学评价研究——以黄冈职业技术学院为例  

Research on the Teaching Evaluation of the Integration of Higher Mathematics and Professional Courses Based on the Concept of Precision Teaching——Taking Huanggang Polytechnic College as an Example

作　　者：邵晓锋[1] SHAO Xiaofeng(Huanggang Polytechnic College,Huanggang,Hubei 438000)

机构地区：[1]黄冈职业技术学院,湖北黄冈438000

出　　处：《岳阳职业技术学院学报》2025年第1期13-17,共5页Journal of Yueyang Vocational and Technical College

基　　金：湖北省职业教育学会科学研究重点课题“基于精准教学理念的高等数学与专业课融通教学研究——以高职智能制造专业群为例”(ZJGA202121)。

摘　　要：为应对高职院校“高等数学”课程传统教学评价中学生参与不足、标准单一、终结性评价占比过高及过程评价不科学等问题,黄冈职业技术学院以智能制造专业群为例,探索基于精准教学理念的“高等数学”课程与专业课融通的教学评价改革。研究遵循发展性、多元性、多样化及全面性原则,构建分层教学评价模型,结合过程性评价(含课前诊断、课中形成、课后总结及增值性评价)与终结性评价,利用层次分析法(AHP)与德尔菲法确定指标权重,形成综合得分计算公式。实践表明,该模型通过多元主体参与、多维度考核及专业融合评价,显著提升了学生学习效果,促进了学生个性化发展与创新能力培养。In response to the problems of insufficient student participation,single standards,high proportion of summative evaluation,and unscientific process evaluation in traditional teaching evaluation of higher mathematics in vocational colleges,Huanggang Polytechnic College takes the intelligent manufacturing major group as an example to explore the teaching evaluation reform of integrating higher mathematics and professional courses based on the concept of precision teaching.The research follows the principles of development,diversity,and comprehensiveness,constructs a hierarchical teaching evaluation model,combines process evaluation(including pre-class diagnosis,in class formation,post class summary,and value-added evaluation)and summative evaluation,uses Analytic Hierarchy Process(AHP)and Delphi Method to determine indicator weights,and forms a comprehensive score calculation formula.Practice has shown that this model significantly improves students'learning outcomes,promotes personalized development and innovation ability cultivation through the participation of multiple subjects,multidimensional assessment,and professional integration evaluation.

关 键 词：“高等数学”课程 融通 教学评价 层次结构模型 权重 

分 类 号：G712[文化科学—职业技术教育学]