本文以应用型本科高校为背景,结合成果导向教育(Outcome-Based Education, OBE)理念,探讨线性代数课程体系的改革路径。通过分析传统线性代数课程存在的问题,如教学模式单一、教学内容抽象化及评价机制不完善等,提出以学生能力培养为核...本文以应用型本科高校为背景,结合成果导向教育(Outcome-Based Education, OBE)理念,探讨线性代数课程体系的改革路径。通过分析传统线性代数课程存在的问题,如教学模式单一、教学内容抽象化及评价机制不完善等,提出以学生能力培养为核心,构建“目标设定–内容重构–方法创新–评价改革–实践强化”的课程体系。研究结合具体案例,验证了OBE理念在提升学生应用能力和促进学科交叉融合方面的有效性,为应用型高校的数学课程改革提供了有益参考。This article takes applied undergraduate universities as the background and explores the reform path of the linear algebra curriculum system in conjunction with the concept of Outcome-Based Education (OBE). By analyzing the problems present in traditional linear algebra courses, such as a single teaching model, abstract teaching content, and imperfect evaluation mechanisms, it proposes a curriculum system centered on student capability development, constructing a framework of “goal setting - content reconstruction - method innovation - evaluation reform - practical reinforcement.” The study combines specific cases to verify the effectiveness of the OBE concept in enhancing students’ practical abilities and promoting interdisciplinary integration, providing valuable references for the reform of mathematics courses in applied universities.展开更多
文摘本文以应用型本科高校为背景,结合成果导向教育(Outcome-Based Education, OBE)理念,探讨线性代数课程体系的改革路径。通过分析传统线性代数课程存在的问题,如教学模式单一、教学内容抽象化及评价机制不完善等,提出以学生能力培养为核心,构建“目标设定–内容重构–方法创新–评价改革–实践强化”的课程体系。研究结合具体案例,验证了OBE理念在提升学生应用能力和促进学科交叉融合方面的有效性,为应用型高校的数学课程改革提供了有益参考。This article takes applied undergraduate universities as the background and explores the reform path of the linear algebra curriculum system in conjunction with the concept of Outcome-Based Education (OBE). By analyzing the problems present in traditional linear algebra courses, such as a single teaching model, abstract teaching content, and imperfect evaluation mechanisms, it proposes a curriculum system centered on student capability development, constructing a framework of “goal setting - content reconstruction - method innovation - evaluation reform - practical reinforcement.” The study combines specific cases to verify the effectiveness of the OBE concept in enhancing students’ practical abilities and promoting interdisciplinary integration, providing valuable references for the reform of mathematics courses in applied universities.
