Taking college mathematics as an example,a questionnaire was designed for college mathematics teachers and students to fully comprehend the teaching situation.This paper mainly discusses the problems existing in the t...Taking college mathematics as an example,a questionnaire was designed for college mathematics teachers and students to fully comprehend the teaching situation.This paper mainly discusses the problems existing in the teaching of college mathematics and proposes the strategy of integrating PBL with curriculum ideological and political elements in college mathematics,so as to change the teaching process and improve the teaching quality.展开更多
This paper first analyzes the characteristics and current situation of the Advanced Mathematics course;secondly,it proposes a teaching model that integrates the outcome-based education(OBE)philosophy and blended teach...This paper first analyzes the characteristics and current situation of the Advanced Mathematics course;secondly,it proposes a teaching model that integrates the outcome-based education(OBE)philosophy and blended teaching method,reorganizing the teaching objectives,teaching content,and assessment evaluation process of the Advanced Mathematics course;lastly,through practice,it is proved that this approach can effectively improve students’mastery of course content,enhance students’ability to apply mathematical knowledge,and strengthen teaching effectiveness.展开更多
Recently, the inverse connected p-median problem on block graphs G(V,E,w) under various cost functions, say rectilinear norm, Chebyshev norm, and bottleneck Hamming distance. Their contributions include finding a nece...Recently, the inverse connected p-median problem on block graphs G(V,E,w) under various cost functions, say rectilinear norm, Chebyshev norm, and bottleneck Hamming distance. Their contributions include finding a necessary and sufficient condition for the connected p-median problem on block graphs, developing algorithms and showing that these problems can be solved in O(n log n) time, where n is the number of vertices in the underlying block graph. Using similar technique, we show that some results are incorrect by a counter-example. Then we redefine some notations, reprove Theorem 1 and redescribe Theorem 2, Theorem 3 and Theorem 4.展开更多
基金Innovation Project of Outstanding Talents Training of West Anhui College(Project Number:WXXY2020002)Anhui Province Demonstration Grassroots Teaching Organization Project(Project Number:2020SJSFJX22403)+2 种基金Curriculum Ideological and Political Construction Research Project of Anhui Province(Project Number:2020KCSZYJXM253)Ideological and Political Demonstration Course of Anhui Province(Project Number:2020SZSFKC0940)Ideological and Political Demonstration Course of Anhui Province(Project Number:2020SZSFKC0907)。
文摘Taking college mathematics as an example,a questionnaire was designed for college mathematics teachers and students to fully comprehend the teaching situation.This paper mainly discusses the problems existing in the teaching of college mathematics and proposes the strategy of integrating PBL with curriculum ideological and political elements in college mathematics,so as to change the teaching process and improve the teaching quality.
文摘This paper first analyzes the characteristics and current situation of the Advanced Mathematics course;secondly,it proposes a teaching model that integrates the outcome-based education(OBE)philosophy and blended teaching method,reorganizing the teaching objectives,teaching content,and assessment evaluation process of the Advanced Mathematics course;lastly,through practice,it is proved that this approach can effectively improve students’mastery of course content,enhance students’ability to apply mathematical knowledge,and strengthen teaching effectiveness.
文摘Recently, the inverse connected p-median problem on block graphs G(V,E,w) under various cost functions, say rectilinear norm, Chebyshev norm, and bottleneck Hamming distance. Their contributions include finding a necessary and sufficient condition for the connected p-median problem on block graphs, developing algorithms and showing that these problems can be solved in O(n log n) time, where n is the number of vertices in the underlying block graph. Using similar technique, we show that some results are incorrect by a counter-example. Then we redefine some notations, reprove Theorem 1 and redescribe Theorem 2, Theorem 3 and Theorem 4.
