Exploration On Teaching Reform Of Secondary And Higher Mathematics Courses In Guangxi University Of Finance And Economics' 'First Class Courses'

June 2021 Education and Teaching Forum Jun. 2021 Issue 24 EDUCATION AND TEACHING FORUM No. 24 Exploration on the Teaching Reform of "Advanced Mathematics" Courses in "First-Class Courses" – Taking Guangxi University of Finance and Economics as an Example Li Chengqun, Li Yanbo (School of Information and Statistics, Guangxi University of Finance and Economics, Nanning, Guangxi 530003) Extract], The quality of courses directly determines the talent "Higher Education" in finance and economics colleges under the background of construction [ Essential courses are the core elements of talent training and the quality of training. By taking the "First-class Mathematics" course as the research object, we explore the teaching reform of "Advanced Mathematics" courses. Taking the reform of classroom teaching as a breakthrough point, highlighting professional characteristics, strengthening the ideological and political aspects of the course, using information-based teaching methods, we will explore and practice a hybrid online and offline course teaching model based on MOOC+SPOC, and comprehensively reform classroom teaching from aspects such as "teaching material construction, teaching content, teaching mode, tutorial design, and academic evaluation", and strive to create an "advanced learning" classroom in order to improve the quality of teaching. ]; Blended Teaching [Keywords Higher Mathematics; Textbook Construction]' [Fund Project 2020 Guangxi Higher Education Undergraduate Teaching Reform Project General Project Category A "Based on MOOC+SPOC' Online and Offline in the Context of 'First-Class Courses' Construction" Exploration and practice of hybrid course teaching model – taking 'Advanced Mathematics' as an example" (2020JGA293); 2020 Guangxi University of Finance and Economics First-Class Undergraduate Course Cultivation Project "Advanced Mathematics (2020YLKC038)] (, Master, Guangxi Finance and Economics; [About the author Li Chengqun, 1972—), female, associate professor of the School of Information and Statistics, Guangxi Luchuan University of Finance and Economics, mainly engaged in mathematics teaching and mathematical modeling research (, Guangxi University of Finance and Economics, Information and Mainly engaged in applied mathematics teaching research. Li Yanbo, 1979—), female, Yantai, Shandong, Ph.D., professor of the School of Statistics (corresponding author), research]]][Chinese Graphics Classification Number G420 [Document Identification Code A [Article Number 1674-9324 (2021) 24-0117-04 [Received Date 2021-02-01 Introduction, Launching a MOOC+SPOC Online Online Learning Quality and Improving Course Quality On October 31, 2019, the Ministry of Education issued "On the Exploration and Practice of the Blended Teaching Model under First-Class Undergraduates, Discussing "Advanced Mathematics" (Teaching Higher Mathematics)". The Implementation Opinions on Curriculum Construction (2019〕No. 8), the Opinions Prompt the Curriculum Teaching Reform, the curriculum is the core element of talent training, and the quality of the curriculum directly determines the quality of talent training. The current teaching status of "Advanced Mathematics" courses determines the quality of talent training. Implement the fundamental task of "cultivating people with moral integrity" and go deep into (1) The current teaching content is outdated and cannot keep pace with the times. In daily teaching, teachers pay more attention to the evidence elements of pure mathematical theory and build first-class undergraduate courses that adapt to the requirements of the new era. The connection between mathematics and practice is often ignored. In practice, it should be pointed out that we need to establish new concepts in curriculum construction and promote curriculum reform and innovation. The degree of application is not high enough to achieve the integration of multi-disciplinary thinking, the formation of multi-type and diversified teaching content and curriculum systems across majors, and the integration of abilities. In addition, most teachers have not yet formed a consensus on "five categories of first-class curriculum construction standards, and first-class courses must reflect the politics of the curriculum", and are unable to transform from ordinary teaching teachers to a true "two genders and one degree" of education, that is, to enhance the high-level nature, highlight innovation, and increase the number of workers. In this teaching environment, mathematics classes have become boring and boring, making it difficult to stimulate students' inner pursuit of challenge. Taste, students study for grades, and "Advanced Mathematics" serves as a basic core course in finance and economics colleges and universities for intellectual desire and innovation power. (2) The teaching model of "Advanced Mathematics" is relatively simple and lacks the ability to use the learned knowledge to analyze and solve problems. It is innovative and cultivates students' abstract generalization, logical reasoning and spatial imagination. At present, "most advanced mathematics classes use multimedia and communication to cultivate students' innovation, but due to" It also enables students to understand the thinking and methods of mathematics through a teaching method that combines classroom teaching. "Higher mathematics is full of spirit and innovation, and it also provides a high degree of abstraction and rigor for subsequent professional courses. It is very theoretical and most of the students are taught the necessary mathematical foundation." Teachers still adopt the "teacher talks, students listen" method. In teaching, this article will focus on introducing concepts, theorems and "research how to improve teaching" from the perspective of mathematics itself in the context of "first-class curriculum" construction. Focusing on pure knowledge schools "higher mathematics courses as the research object, calculation methods, and teaching in the order of knowledge points – 117 Education and Teaching Forum June 2021, neglecting the cultivation of ability and quality, and not fully taking into account the effectiveness of finance and economics, which has promoted the reform, innovation and quality improvement of higher education. Ministry of Education on professional characteristics and students’ actual situation. Especially today, when information technology is developing rapidly to strengthen the construction, application and management of online open courses in colleges and universities, students have generally been able to use mobile phones and the Internet. The opinions clearly stated that it is necessary to promote the networking of information technology and education and teaching for communication, learning and life. However, our teaching is still deeply integrated, raising the awareness of the majority of teachers that the integration of information technology and higher education in traditional classrooms, the teaching process lacks flexibility, and student participation is not sufficient. Teachers must adapt to the current high level of higher education. It is also difficult for teachers to understand students' mastery of the content they teach and the development model. This requires teachers to take the initiative to master modern teaching methods. It is difficult to achieve comprehensive improvement over time. Teachers can continuously improve their teaching design capabilities by taking into account the individual differences of students. Over time, some students will become bored with "advanced mathematics." Participate in information technology training or lectures, continue to learn, improve your own information technology literacy, improve teaching standards, and realize the transformation of teaching models. At the same time, you can also set an example for students and encourage students to continue to learn and apply new technologies. Nowadays, colleges and universities generally use a relatively single assessment method for the performance evaluation of higher mathematics courses: the new technical method in which daily scores account for the total score. Teachers must constantly update their educational concepts and make themselves 30% better. The assessment and evaluation criteria mainly rely on classroom attendance and after-class performance. In order to better carry out teaching reform and innovation, they must constantly improve their own homework assessment. The final exam score accounts for 70% of the total score. This ability and quality can better serve the needs of teaching. The exploration and assessment methods of teaching reform usually guide students to focus on textbook study, and there is a phenomenon of "advanced mathematics" being subject to examinations. Although college students have sufficient time outside the classroom, no teachers should actively promote the rational use of modern information technology and classroom teaching. After-class learning efficiency is low, and students are limited in the degree of integration and full use of online teaching platforms to carry out hybrid courses. The understanding and application of the knowledge system of the "Advanced Mathematics" course must be explored to a certain extent, combined with professional characteristics and special needs, and timely updates are limited. Teaching content, integrating subject cutting-edge and practical experience into classroom teaching, the above status quo cannot fully mobilize students' learning to expand the depth and breadth of the course, and reflect the high-level and innovative nature. Our enthusiasm cannot give full play to the due role of the "Advanced Mathematics" course in terms of teaching material construction, teaching content, teaching mode, tutorial design, and curriculum application, which is not conducive to talent cultivation. Conduct comprehensive teaching reforms in aspects such as assessment. 3. Teachers should strive to improve their own quality and teaching ability, and prepare for (1) Carefully organize and compile the teaching reform of higher mathematics textbooks. According to the characteristics of local financial and economics colleges and universities, in order to adapt to the application-oriented textbooks (1) Teachers must keep pace with the times in terms of educational concepts and focus on In order to meet the needs of students in national colleges and universities, we have carefully organized a team of teachers with rich teaching experience, moral education, and strong ideological and political research capabilities to strengthen the curriculum to compile higher mathematics textbooks for economics and management. On May 28, 2020, the Ministry of Education issued "College Curriculum Thoughts (Volume 1 and 2)". Notice on ensuring that the "Guidelines for the Construction of Basic Policies for Higher Mathematics Course Teaching" are met (Jiao Gao [2020] No. 3). On the premise of strengthening the foundation, cultivating abilities, and paying attention to the requirements of the Outline, ideological and political education should be integrated into the talent training system and give full play to the concept of each use. Some reforms have been made to the traditional teaching material system to ensure the educational role of internal courses and improve the quality of talent training in colleges and universities, so that the knowledge content and physical courses and ideological and political courses should be appropriately integrated on a scientific and systematic basis. Cheng Tongxiang, who works with colleagues, combines explicit education with implicit education, carefully arranges cases, selects typical examples, and especially adds the unification of sexual education. It is necessary to integrate values ​​in the teaching of knowledge and the cultivation of the application knowledge of mathematics in economics and related mathematical models to help students shape a correct world view, outlook on life, value introduction, etc. The purpose is to strengthen students' mathematical quality, computing ability, values, form a synergistic effect, and build an all-round education for all employees to cultivate the mathematical modeling awareness and innovation ability of the National People's Congress. ", for the latter pattern. Teachers must realize that while focusing on "Teaching Advanced Mathematics Courses (2) Optimizing teaching content and improving students' interest in learning, they must also study the ideological and political content contained in mathematics courses and continue to study professional courses to lay a solid foundation for educational elements. Educator. Teachers must organically unify "political education and knowledge and ability education." Moral education comes first. "Higher mathematics courses and ideological and political education. (2) Teachers must strengthen the study of modern information technology, improve teaching and governance theory courses and go in the same direction to achieve mutual penetration and integration. In-depth learning ability is integrated into the teaching content, and combined with the characteristics of the course, thinking methods and values. In recent years, with the rapid development of information technology and information technology concepts, we have deeply explored the ideological and political elements of the curriculum, and increasingly applied ideological and political education elements to teaching. Higher education informatization has been effectively integrated into the teaching links to realize ideological and political education and mathematics – -118 In the 24th issue, Li Chengqun, et al., the teaching reform of the "Advanced Mathematics" course in "First-Class Courses" explores the organic unity of knowledge system education, realizes ideological and political education and resources such as questions, micro-lectures, recorded and broadcasted classes, and teaches students in accordance with their aptitude, so as to organically unify learning knowledge and ability education, improve students' correct understanding of problems, and better use resources suitable for them, improve students' ability to independently study problems, rationally analyze problems and solve problems, and cultivate students' interests and abilities that are not good at learning. The sense of responsibility and mission of fearing difficulties and pursuing truth, and improving the sense of responsibility and mission of people in colleges and universities. 2. Carry out exploration of online and offline hybrid course teaching models. Only then can we cultivate quality and meet the needs of serving the society. Teachers release relevant tasks to students on the pre-class platform and arrange appropriate teaching time to allow students to learn online quality courses independently, study the mathematical knowledge points and "elevations" involved in financial majors, encourage and guide students to carry out online independent learning, testing and discussion, and focus on the correspondence between knowledge points in mathematics and other mathematics courses so that problems can be discovered in a timely manner. They can listen to the practical application of offline classroom teaching with questions and combine professional characteristics and special needs to optimize the explanation of the adjuster. "Task-driven" and "flipped" higher mathematics teaching content, integrating subject cutting-edge and practical experience into teachers' classes to carry out classroom teaching in a planned manner, improving students' interest in learning, and strengthening students' adaptability to classroom teaching. 3. Focus on integrating mathematical modeling ideas into teaching and creating reasonable operations. Through communication and on-site testing, teachers should select appropriate mathematical modeling problems according to the problem situations of students' independent learning, and gradually cultivate the learning situation and make appropriate adjustments to the teaching content. Online students' ability to use mathematical thinking and methods to solve practical problems should be organically integrated with expanded main learning and offline classes. This can greatly increase the depth and breadth of the course and reflect the high-level and innovative nature of the course. High learning efficiency during class time and student learning effects. 4. Construct a mathematics culture classroom. In teaching, it is necessary to disseminate the history and development process of mathematical literature teachers and students using the MOOC teaching assistant software and network socialization after class, and deeply grasp the mathematical concepts and theorem exchange software WeChat, DingTalk or QQ groups to establish class learning groups, and realize the connotation of mathematical culture. Mathematics culture plays an important role in enlightening the mind and cultivating teachers and students, and students in real-time interaction. When students encounter more and more difficulties in thinking after class, teachers can also participate in discussions in the group. It helps students understand and appreciate mathematics, improves their learning, and solves problems for students in a timely manner. In addition, teachers can also improve lifelong mathematics literacy. (3) Carry out online and offline mixed stories based on MOOC+SPOC to share with students some classic cases, mathematical models, and mathematicians related to the knowledge they have learned, showing students a multi-dimensional mathematical space and exploring a new curriculum teaching model to improve students' growth in humanistic knowledge and mathematical literacy. 1. Create an online teaching platform and build online teaching resources that take advantage of online learning