摘要
以天津工业大学2018和2019级全校学生的高等数学期末卷面成绩为样本,运用主成分分析(PCA)的方法,引入创新指标体系,定义以教学效果指数为第一主成分,运用MATLAB 2015b编程,探究线上与线下教学效果的差异性.研究结果表明:2018和2019级学生整体水平无显著差异.与2018级学生同内容线下教学的学习效果相比,2019级学生高等数学线上教学的学习效果较差,分析其主要原因在于教师与学生对线上教学的适应性较差.由此,在疫情防控常态化下,教师应学习线上教学与监督管理的技能,学生应提升自制力和自主学习能力,从而提高线上教学适应性.
Taking the final paper scores of 2018 and 2019 students of Tiangong University as samples,using the method of principal component analysis(PCA),introducing the innovation index system,defining the teaching effect index as the first principal component,and using MATLAB 2015b programming to explore the differences between online and offline teaching effects. The results show that there is no significant difference in the overall level between 2018 and 2019 students. Compared with the learning effect of offline teaching of the same content for 2018 students,the learning effect of online teaching of Higher Mathematics for 2019 students is poor. The main reason is the poor adaptability of teachers and students to online teaching. Therefore,under the normalization of epidemic prevention and control,teachers should learn the skills of online teaching and supervision and management,and students should improve their self-control and autonomous learning ability,so as to improve the adaptability of online teaching.
作者
甄颖
许宁宁
李庚
陈雅颂
ZHEN Ying;XU Ningning;LI Geng;CHEN Yasong(School of Economics and Management,Tiangong University,Tianjin 300387;School of Mathematical Sciences,Tiangong University,Tianjin 300387)
出处
《首都师范大学学报（自然科学版）》
2022年第5期59-64,共6页
Journal of Capital Normal University：Natural Science Edition
基金
国家自然科学基金项目(61771012)
天津市自然科学基金项目(18JCYBJC16300)。
关键词
主成分分析
线上教学效果
差异值
MATLAB
principal component analysis(PCA)
online teaching effect
difference value
MATLAB
