职普融通背景下应用型本科高等数学混合式教学实践

Practice of Blended Teaching of Applied Undergraduate Higher Mathematics under the Background of Vocational and General Education Integration

摘要: 在职普融通背景下，应用型本科高校生源多样化导致高等数学教学面临大班教学基础差异显著、教学模式陈旧及评价指标单一等问题。为解决传统线下教学中“满堂灌”现象突出、学时紧张、学生自主学习能力培养不足等痛点，本文依托长江雨课堂线上平台，设计并实施了一套补充型线上线下混合式教学模式。实践方案主要包括：1) 引入差异化线上学习资源；2) 构建基于大纲的重难点线上习题库；3) 优化评价体系。经过2024~2025学年的实践，成功建设了配套的《高等数学》线上习题资源及学生综合评价体系。该混合式教学模式有助于实现学生差异化学习、强化重难点掌握、激发主观能动性，并为构建“以学生为中心”、适应AI时代发展需求的“学术 + 技能”复合型人才培养新范式提供了新思路。

Abstract: In the context of vocational integration, the diversification of student sources in applied undergraduate universities has led to significant differences in teaching foundations among large classes, outdated teaching models, and single evaluation indicators in higher mathematics teaching. To address the pain points of the prominent “cramming” phenomenon, tight class hours, and insufficient cultivation of students’ self-directed learning ability in traditional offline teaching, this article relies on the Changjiang Rain Classroom online platform to design and implement a complementary blended online and offline teaching model. The practical plan mainly includes: 1) Introducing differentiated online learning resources; 2) Building an online exercise library for key and difficult points based on the outline; 3) Optimizing the evaluation system. After the practice of the 2024~2025 academic year, a supporting online exercise resource and student comprehensive evaluation system for Higher Mathematics have been successfully established. This blended learning model helps to achieve differentiated learning for students, strengthen mastery of key and difficult points, stimulate subjective initiative, and provides new ideas for building a new paradigm of higher mathematics teaching that is student-centered and adapts to the development needs of the AI era. After the practice of the 2024~2025 academic year, a supporting online exercise resource and student comprehensive evaluation system for Advanced Mathematics have been successfully established. This blended learning model helps to achieve differentiated learning for students, strengthen mastery of key and difficult points, stimulate subjective initiative, and provides new ideas for building a new paradigm of “academic + skill” composite talent cultivation that is student-centered and adapts to the development needs of the AI era.