“Seminar”授课模式在数学分析双语课程教学中的实践探索  

Practical Exploration of the “Seminar” Teaching Model in Bilingual Course Teaching of Mathematical Analysis

作　　者：郑丽璇 古勇毅 李真 

机构地区：[1]广东财经大学统计与数学学院,广东 广州

出　　处：《创新教育研究》2024年第5期206-210,共5页Creative Education Studies

摘　　要：数学分析作为数学专业学生的专业核心课程,其双语教学是培养数学专业基础扎实的复合型人才,造就具备国际竞争力的专业人才的重要途径之一。将“Seminar”授课模式融入到数学分析的双语课程教学中,对教学课程的各个环节进行精心设计,发挥学生主观能动性,完善课程评价体系,能将获得知识、培养能力、提高素质三者进行紧密联系起来,形成一个内在、动态、开放的知识信息反馈系统,使学生的专业综合素质在双向互动的创造性学习环境中得到充分的提高。Mathematical analysis, as the core course of mathematics majors, the bilingual teaching of this course is one of the important ways to cultivate composite talents with a solid foundation in mathematics and cultivate professional talents with international competitiveness. By integrating the “Seminar” teaching model into the bilingual teaching of mathematical analysis and carefully designing each link of the teaching course, we can maximize students’ subjective initiative and improve the curriculum evaluation system. This can closely link the acquisition of knowledge, the cultivation of abilities, and the improvement of quality, which can form an internal, dynamic, and open knowledge feedback system. Moreover, it enables students to fully improve their professional comprehensive quality in a creative learning environment with two-way interaction.

关 键 词：数学分析 “Seminar”授课模式 双语课程 教学改革 

分 类 号：G63[文化科学—教育学]