基于大学数学教学中重理论轻应用及思政教育孤岛化的现象,提出了构建“基于思想价值引导、理论知识传授、应用能力培养”三位一体的大学数学教学模式。通过在教学中融入数学史、数学家的故事、学生的课程体验、哲学思想等对学生思想价...基于大学数学教学中重理论轻应用及思政教育孤岛化的现象,提出了构建“基于思想价值引导、理论知识传授、应用能力培养”三位一体的大学数学教学模式。通过在教学中融入数学史、数学家的故事、学生的课程体验、哲学思想等对学生思想价值进行塑造。将数学教学与实际生活、专业课、数学实验及数学建模相联系,从而培养学生的应用能力。Based on the phenomenon of valuing theory over application and the isolation of ideological and political education in university mathematics teaching, a trinity model of “guidance based on ideological value, imparting theoretical knowledge, and cultivating application ability” has been proposed for university mathematics teaching. By integrating mathematical history, mathematician stories, students’ curriculum experiences, philosophical ideas, and more into teaching, students’ ideological values are shaped. By connecting mathematics teaching with real life, specialized courses, mathematical experiments, and mathematical modeling, students’ application abilities are cultivated.展开更多
文摘基于大学数学教学中重理论轻应用及思政教育孤岛化的现象,提出了构建“基于思想价值引导、理论知识传授、应用能力培养”三位一体的大学数学教学模式。通过在教学中融入数学史、数学家的故事、学生的课程体验、哲学思想等对学生思想价值进行塑造。将数学教学与实际生活、专业课、数学实验及数学建模相联系,从而培养学生的应用能力。Based on the phenomenon of valuing theory over application and the isolation of ideological and political education in university mathematics teaching, a trinity model of “guidance based on ideological value, imparting theoretical knowledge, and cultivating application ability” has been proposed for university mathematics teaching. By integrating mathematical history, mathematician stories, students’ curriculum experiences, philosophical ideas, and more into teaching, students’ ideological values are shaped. By connecting mathematics teaching with real life, specialized courses, mathematical experiments, and mathematical modeling, students’ application abilities are cultivated.
