《数理统计》研究生课程跨学科融合研究——以河北工程大学为例

Interdisciplinary Integration in the Graduate Course of “Mathematical Statistics”—A Case Study of Hebei University of Engineering

摘要: 本研究以河北工程大学为例，基于跨学科融合视角探讨《数理统计》研究生课程教学改革。针对多专业教学效果差异，采用方差分析发现：材料科学与工程、地质资源与地质工程学生评分显著高于其他专业，表明实践性强或数据密集型学科更依赖跨学科案例支持；但学生对跨学科教学的认知程度在各专业间无显著差异。为探究学科特性对优化需求的影响，采用卡方检验显示：矿业工程、计算机科学与技术专业对课堂内容优化的需求显著高于平均水平，而农业工程与市政工程需求较低，揭示了学科应用场景广度与教学需求呈正相关。通过皮尔逊相关分析验证教学效果多维协同效应，发现“拓宽知识视野”、“提升跨学科学术能力”、“优化毕业论文质量”三者间相关系数均高于0.725，存在显著正向协同关系。基于上述发现，研究提出了分层教学、差异化案例库建设及动态评估机制等改进措施。

Abstract: This study explores teaching reform initiatives for the graduate course “Mathematical Statistics” from an interdisciplinary integration perspective, using Hebei University of Engineering as a case study. Analysis of variance revealed significant differences in teaching effectiveness across disciplines: students from Materials Science and Engineering and Geological Resources and Geological Engineering scored significantly higher than other majors. This indicates that practice-oriented or data-intensive disciplines derive greater benefit from interdisciplinary case studies. However, students’ perception of interdisciplinary teaching showed no significant difference across disciplines. To investigate the influence of disciplinary characteristics on differentiated optimization needs, Chi-square analysis revealed significantly higher demand for curriculum optimization among Mining Engineering and Computer Science and Technology majors compared to the average level, while Agricultural Engineering and Municipal Engineering demonstrated lower demand. This reveals a positive correlation between the breadth of a discipline’s application scenarios and its demand for curriculum optimization. Pearson correlation analysis was conducted to validate the multidimensional synergistic effects of teaching outcomes. The results indicated that the correlation coefficients among “broadening knowledge horizons”, “enhancing interdisciplinary academic capabilities”, and “improving thesis quality” were all above 0.725, signifying significant positive synergistic relationships among these three dimensions. Based on these findings, the study proposes improvement measures, including tiered instructional strategies, differentiated case library development, and a dynamic assessment mechanism.