课程思政理念要求所有课堂都要有育人功能,鉴于《高等数学》课程思政建设中存在的“思政”元素,本文以《高等数学》为例,以求解曲面面积为研究对象,探索其在教学设计中的具体体现,并指出其在课程思政中的重要融合点,从而为重新建构《高...课程思政理念要求所有课堂都要有育人功能,鉴于《高等数学》课程思政建设中存在的“思政”元素,本文以《高等数学》为例,以求解曲面面积为研究对象,探索其在教学设计中的具体体现,并指出其在课程思政中的重要融合点,从而为重新建构《高等数学》知识体系奠定理论基础。The concept of course ideology and politics requires that all classrooms have the function of educating people. In view of the existence of “politics” elements in the construction of course ideology and politics in “Higher Mathematics”, this paper takes “Higher Mathematics” as an example, takes solving the surface area as the research object, explores its specific embodiment in the teaching design, and points out its important integration point in course ideology and politics, so as to lay a theoretical foundation for the reconstruction of the knowledge system of “Higher Mathematics”.展开更多
文摘课程思政理念要求所有课堂都要有育人功能,鉴于《高等数学》课程思政建设中存在的“思政”元素,本文以《高等数学》为例,以求解曲面面积为研究对象,探索其在教学设计中的具体体现,并指出其在课程思政中的重要融合点,从而为重新建构《高等数学》知识体系奠定理论基础。The concept of course ideology and politics requires that all classrooms have the function of educating people. In view of the existence of “politics” elements in the construction of course ideology and politics in “Higher Mathematics”, this paper takes “Higher Mathematics” as an example, takes solving the surface area as the research object, explores its specific embodiment in the teaching design, and points out its important integration point in course ideology and politics, so as to lay a theoretical foundation for the reconstruction of the knowledge system of “Higher Mathematics”.
