The Reform And Exploration Of Methodology Of Higher Mathematics In The Second-level Institute

According to the questionnaire and the interview about the situation regarding the second-level institute student mathematics curriculum, this article analyzes the main problems which exist in mathematics curriculum as well as conducts a research into corresponding teaching strategy of higher mathematics curriculum.In the paper "the second-level institute" refers to the independent institutes run by undergraduate universities based on new mechanism and patterns. At present, with teaching depending on the parent universities, the second-level institutes' mathematics teachers basically consist of three parts: teachers from the parental universities, teachers employed by second-level institutes and teachers hired from the society. The teachers employed by second-level institutes are starting to be taken as the main body of the faculty. But because the teachers from the parental universities have accounted for the majority of the faculty, the second-level institute's mathematics teaching clones that in parental universities in many aspects as the program, the curriculum, the teaching arrangement, the teaching materials as well as the teaching method. Moreover, the second-level institutes enroll students as the third batch the enrolled students are greatly different from those enrolled as the second batch in the foundation in math and training goal. This misplaced talent-developing pattern inevitably confuses the mathematics teaching in second-level institutes. The disadvantages and conflicts have become more and more obvious with the expansion of the second-level institute scale. How to teach the students in the second-level institutes and how to change the situation that the teaching in second-level institutes clones that in the parental universities remain to be resolved.This article through to 300 second-level institute student's questionnaire survey and the interview, the analysis second-level institute students the important question which exists in the study higher mathematics: Abstract thinking ability is weak, mathematics foundation is bad, knowledge system existence many gaps and omissions; Is big as a result of the second-level institute's specialized difference, majority specialized usable, the main body specialty is not strong regarding mathematics level of dependency, therefore the student studies mathematics goal not to be clear about, the independent study consciousness to be insufficient, the confidence is insufficient; The teaching design lacks pointed, mathematics educational model is obsolete; Mathematics teaching method and the teaching media are unitary, between the abstract strict mathematical theory and the actual problem lacks the organic relation, causes the student to feel the higher mathematics with difficulty in the solution actual problem function. Studies the question which based on the student mathematics in the present situation and mathematics teaching exists, unifies myself many year teaching practice, has made the following ponder to the second-level institute's higher mathematics teaching: First, takes a tool class the mathematics courses to teach; Second, according to the student actual situation, teaches students in accordance with their aptitude. Must pay great attention the student learning capability, solution actual problem ability and the overall quality ability raise, reforms the tradition gradually take the classroom, the teacher, the teaching material as the central educational model, uses many Yuan richly colorful teaching methods; Third, strengthens the student innovative ideology the raise. The second-level institute's mathematics teaching cannot only pause, in pure teaches the essential solution actual problem to the student the knowledge and the method as well as in raise mathematical skill this stratification plane, should also pay great attention the spirit which and the innovative ideology trains the student to inquire into on own initiative; Fourth, inducts the concept with the vivid example, the evasion difficulty big theory proof.Through the reflection on the problems existing in the second-level institute students' learning of the higher mathematics and the teaching practice, we inquired into different teaching strategies to different teaching contents. Hear are some teaching methods we sum up:One of teaching methods: "concept example viewpoints". For example, the calculus important concept, including the limit, the derivative, the indefinite integral, the definite integral and so on, may use "the example viewpoints". Such teaching lets the concept be no longer abstract abstrusely, difficult to understand, makes the student to feel the image concrete.Second teaching method: Estimation problem "variant teaching method". Through a topic solvable multi-topic, has achieved the twice the result with half the effort effect, has contained "the sea of exams tactics" at the same time was also full manifests mathematics should this kind of reform thought which taught as the tool class.Third teaching method: Abstract theorem "geometry graphic method". Let rigorous, profound, the logical very strong theorem prove is far away from the student, abstract strict theorem by concrete image graphic form development in front of student, both will let the student understand the theorem meaning in the very few class hours and not because of complex, but difficulty with understood the theorem proved that attacked the student to study mathematics the enthusiasm.Paying great attention to the new class induction in order to stimulate student's study interest, we have designed the method which below the different new class inducts in view of the different form's curriculum content: (1) Induct the new class with mathematics historical data. Prepares a lesson before on new class, to consult fully with tells the content related mathematician's biography story, the choice has the pedagogical meaning part to say before on new class to the student listens, to hold the student attention, causes own classroom instruction becomes interesting, causes the new class content which the student can maximum limit accept says. (2) Induct the new class links the preceding with the following. A class's content obtains from the review, the inference expands the new class the main point, stimulates the student to seek the new knowledge the interest, achieves wengu knows newly, wengu pushes newly, wengu asks the new education effect. (3) Induct the new class with the analogy induction .Consults each kind of related books before on new class, according to the content excavation teaching material which must explain may make the analogy the content to induct the new class, causes the student to learn using the analogy thought method guesses and discovers the new question, and promotes the new theory, the new achievement, thus raises their creative thinking. (4) Induct the new class with the method which becomes suspicious. On the new class hour introduces the new class content not directly, but to the student proposed that some related questions initiate the student to ponder, student's curiosity will initiate asks Will know the desire, the intellectual curiosity will then transform as the study interest, the study interest will urge student's thought closely with teacher, will attend a lecture with total concentration, can solve until his question.Through the questions which the students present in the reform of teaching methodology, we adjust the teaching plan basis actual situation.Based on the methods proposed in this paper, the three-year teaching experiment has been made in the students of 2005 majoring in business management and tourism management of the Management Department of Pass Institute, which indicates that the teaching method proposed in this paper is helpful to the higher mathematics learning of the students from the second-level institute students.