首因效应和OBE理论在《高等数学》教学设计中的应用

Applications of Primacy Effect and OBE Theory in Teaching Design of “Advanced Mathematics”

传统的《高等数学》教学过程中往往存在学生对课程不感兴趣和学生完成作业意愿低这两个问题。针对第一个问题,本文讨论如何利用首因效应,充分考虑学生的专业性,课程介绍的具体性和案例的多样性来设计首次授课内容,从而引发学生对《高等数学》的学习兴趣。并强调在后续的授课过程中根据学生专业设计教学例题来强化首因效应的效果。针对第二个问题,本文以OBE理论为依据,以“学生学习”为核心设计了一种新的教学评价方法,从而更好地检验了教学是否达成提高学生学习的积极性和主动性的教学目标。

There are always two problems in the traditional teaching process of “Advanced Mathematics”: the students are not interested in the course and have few intentions to finish homework. For the first problem, it is discussed that how to use primacy effect to design the contents of the first class, with considerations of the students’ major, the specificity of the course introduction and the diversity of the cases, in order to arouse the students’ interest in the study of “Advanced Mathematics”. And it’s emphasized in the follow-up teaching process that, some examples are designed according to the students’ major to strengthen the results of the primacy effect. And for the second problem, according to the OBE theory, a new teaching evaluation method is designed based on the “students studying”, so that it can be better tested whether teaching can achieve the goal of improving students’ learning enthusiasm and initiative.