International student enrollment has rapidly grown in China,positioning transnational education as a significant component of the country’s higher education system.So our study investigates an innovative teaching app...International student enrollment has rapidly grown in China,positioning transnational education as a significant component of the country’s higher education system.So our study investigates an innovative teaching approach that combines the Knowing-Understanding-Doing(KUD)framework with the BOPPPS pedagogical model(which includes the Bridge-in,Objective,Pre-assessment,Participatory Learning,Post-assessment,and Summary components),with specific application to undergraduate mathematics teaching for international students at a Chinese university.Taking Calculus 1 as a case study,our study evaluates the implementation efficacy of this integrated approach.The findings offer valuable insights for those seeking to enhance the quality and effectiveness of their teaching methodologies in culturally diverse undergraduate mathematics classrooms.展开更多
In this paper,the necessity of constructing a golden course for Advanced Mathematics is presented.For teachers,golden courses enhance their teaching ability and job satisfaction.For students,golden courses improve the...In this paper,the necessity of constructing a golden course for Advanced Mathematics is presented.For teachers,golden courses enhance their teaching ability and job satisfaction.For students,golden courses improve their sense of learning value and significance and encourage them to actively learn and participate deeply.Next,the relevant content of course ideological and political construction is provided.Finally,a specific approach was proposed to create a golden course for Advanced Mathematics by integrating ideological and political education into the curriculum.展开更多
Enpowering education with artificial intelligence(AI)has established new pathways for high-quality development in education,bringing new opportunities while fostering innovative educational concepts,models,and methodo...Enpowering education with artificial intelligence(AI)has established new pathways for high-quality development in education,bringing new opportunities while fostering innovative educational concepts,models,and methodologies.This study introduces an integrated experimental platform,namely,the teacher-student-AI collaborative classroom,for implementing these educational innovations.Grounded in macro disciplinary,grand-scenario,and big-idea-based education,this classroom is designed to organize instruction for each knowledge unit with a three-phase method:introductory sessions,seminar sessions,and summary sessions.Introductory sessions and summary sessions are teacher-guided,while seminar sessions emphasize the self-directed inquiry based learning of students with AI assistance.During introductory sessions,teachers adopt a problem-analyzing approach to establish learning tasks and contexts.Seminar sessions enable students to engage in collaborative discussions and self-directed learning centered on problem analysis,facilitated by AI Large Language Models(AI-LLMs).Summary sessions,in addition to showcasing the outcomes of student representatives,entail teachers synthesizing knowledge through a problem-solving approach,highlighting the significance of knowledge units and future development.The teacher-student-AI collaborative classroom synergizes the strengths of teachers and AI technology,fostering active student participation,personalized learning,and social-emotional competence development.It serves as a practical platform for innovative,problem-centered education.Applied to the Probability Theory and Mathematical Statistics course in universities,this platform marks improvements in student motivation,initiative,and comprehensive competencies,validating its feasibility and broad applicability.展开更多
基金Zhejiang Provincial First-Class Undergraduate Internationalized Course of‘Calculus 1’Teaching Reform Project of the Research and Development Center for University Mathematics Teaching in Higher Education Institutions(Project No.:CMC20240641)Provincial-level undergraduate teaching reform projects in Zhejiang province(Project No.:JGBA2024350)。
文摘International student enrollment has rapidly grown in China,positioning transnational education as a significant component of the country’s higher education system.So our study investigates an innovative teaching approach that combines the Knowing-Understanding-Doing(KUD)framework with the BOPPPS pedagogical model(which includes the Bridge-in,Objective,Pre-assessment,Participatory Learning,Post-assessment,and Summary components),with specific application to undergraduate mathematics teaching for international students at a Chinese university.Taking Calculus 1 as a case study,our study evaluates the implementation efficacy of this integrated approach.The findings offer valuable insights for those seeking to enhance the quality and effectiveness of their teaching methodologies in culturally diverse undergraduate mathematics classrooms.
基金Project of Heilongjiang University of Finance and Economics(XJYB2024056)Project of Heilongjiang University of Finance and Economics(XJYB2024057)。
文摘In this paper,the necessity of constructing a golden course for Advanced Mathematics is presented.For teachers,golden courses enhance their teaching ability and job satisfaction.For students,golden courses improve their sense of learning value and significance and encourage them to actively learn and participate deeply.Next,the relevant content of course ideological and political construction is provided.Finally,a specific approach was proposed to create a golden course for Advanced Mathematics by integrating ideological and political education into the curriculum.
基金funded by the Key Teaching Reform Project,“Research and Development Center for Mathematics Teaching in Colleges and Universities”(No.CMC20240301)the Major Research Planning Project in Higher Education Science(No.CAHE-P320240900631).
文摘Enpowering education with artificial intelligence(AI)has established new pathways for high-quality development in education,bringing new opportunities while fostering innovative educational concepts,models,and methodologies.This study introduces an integrated experimental platform,namely,the teacher-student-AI collaborative classroom,for implementing these educational innovations.Grounded in macro disciplinary,grand-scenario,and big-idea-based education,this classroom is designed to organize instruction for each knowledge unit with a three-phase method:introductory sessions,seminar sessions,and summary sessions.Introductory sessions and summary sessions are teacher-guided,while seminar sessions emphasize the self-directed inquiry based learning of students with AI assistance.During introductory sessions,teachers adopt a problem-analyzing approach to establish learning tasks and contexts.Seminar sessions enable students to engage in collaborative discussions and self-directed learning centered on problem analysis,facilitated by AI Large Language Models(AI-LLMs).Summary sessions,in addition to showcasing the outcomes of student representatives,entail teachers synthesizing knowledge through a problem-solving approach,highlighting the significance of knowledge units and future development.The teacher-student-AI collaborative classroom synergizes the strengths of teachers and AI technology,fostering active student participation,personalized learning,and social-emotional competence development.It serves as a practical platform for innovative,problem-centered education.Applied to the Probability Theory and Mathematical Statistics course in universities,this platform marks improvements in student motivation,initiative,and comprehensive competencies,validating its feasibility and broad applicability.
