文章旨在探讨如何将基于成果的教育(Outcome-Based Education, OBE)理念与问题驱动式学习(Problem-Based Learning, PBL)方法融入《高等数学》微分中值定理的教学设计中。通过明确学习成果、设计贴近实际的问题情境、采用多样化的教学...文章旨在探讨如何将基于成果的教育(Outcome-Based Education, OBE)理念与问题驱动式学习(Problem-Based Learning, PBL)方法融入《高等数学》微分中值定理的教学设计中。通过明确学习成果、设计贴近实际的问题情境、采用多样化的教学方法与活动,以及实施全面的评估与反馈机制,旨在提升学生对微分中值定理的深刻理解与灵活应用能力,同时培养其批判性思维、团队合作和解决问题的能力,进而实现教学效果的显著提升。This paper aims to explore how to integrate the Outcome-Based Education (OBE) concept and Problem-Based Learning (PBL) method into the teaching design of the Differential Mean Value Theorem in Advanced Mathematics. By clarifying learning outcomes, designing practical problem situations, adopting diversified teaching methods and activities, and implementing a comprehensive evaluation and feedback mechanism, the paper aims to enhance students’ profound understanding and flexible application of the Differential Mean Value Theorem, while cultivating their critical thinking, teamwork, and problem-solving abilities, thereby achieving a significant improvement in teaching effectiveness.展开更多
文摘文章旨在探讨如何将基于成果的教育(Outcome-Based Education, OBE)理念与问题驱动式学习(Problem-Based Learning, PBL)方法融入《高等数学》微分中值定理的教学设计中。通过明确学习成果、设计贴近实际的问题情境、采用多样化的教学方法与活动,以及实施全面的评估与反馈机制,旨在提升学生对微分中值定理的深刻理解与灵活应用能力,同时培养其批判性思维、团队合作和解决问题的能力,进而实现教学效果的显著提升。This paper aims to explore how to integrate the Outcome-Based Education (OBE) concept and Problem-Based Learning (PBL) method into the teaching design of the Differential Mean Value Theorem in Advanced Mathematics. By clarifying learning outcomes, designing practical problem situations, adopting diversified teaching methods and activities, and implementing a comprehensive evaluation and feedback mechanism, the paper aims to enhance students’ profound understanding and flexible application of the Differential Mean Value Theorem, while cultivating their critical thinking, teamwork, and problem-solving abilities, thereby achieving a significant improvement in teaching effectiveness.
