Concept Teaching Research On Higher Mathematics Of Non-mathematics Specialty

During the end of the 20^th century and the beginning of the 21^st century, a reform in higher mathematics teaching is carrying on vigorously, this reform values course construction, but not takes research deeply on mathematics idea and teaching method. This dissertation mainly discusses the concrete concept teaching of higher mathematics.This dissertation first point out the important role of higher mathematics in college education, and then discusses the significance of concept teaching in higher mathematics. Second, combining our teaching experience over ten years with research means such as classroom survey, schoolwork check and questionnaire, we find out the drawbacks in concept teaching of higher mathematics, such as putting much value on mid-section, abstract, algebraic computing and knowledge, but underestimating two-ends, intuition, image and numerical value, thought and relation, etc. On this basis, and combining with constructivism theory, we propose relevant teaching strategy, such as designing a system of concept for students, associating symbolic language with literal language organically, attaching importance to plausible reasoning, valuing mathematical idea that concept implicates, and modeling idea, etc. Finally, we give some thought to it. The research result of the dissertation would make for promoting teaching reform of institutions of higher learning, enhancing the teachers' level of teaching and scientific research, and inspiring students' interest of studying higher mathematics.