双一流背景下高等代数课程混合式教学模式的探索与实践

Exploration and Practice of the Blended Teaching Mode for Advanced Algebra Courses under the Background of the Double First-Class Initiative

摘要: “双一流”建设对高等教育人才培养质量提出了更高要求，高等代数作为理工科院校重要的基础课程，其教学模式改革势在必行。本文针对当前高等代数教学中存在的学生基础差异大、教学方法单一、理论与实践脱节等问题，以认知灵活性理论、活动理论为学理支撑，结合混合式教学的优势，构建了“线上 + 线下”融合的高等代数混合式教学模式。通过明确教学目标、优化教学内容、设计多元化教学活动、完善评价体系等环节开展教学实践，并采用量化与质性相结合的混合研究方法(期末成绩对比、问卷调查、深度访谈、学习行为日志分析)对实践效果进行分析。结果显示，该模式能够有效激发学生的学习兴趣，提高学生的自主学习能力和创新思维，对高等代数课程教学质量的提升具有积极作用，为“双一流”建设背景下基础课程教学改革提供参考。

Abstract: The construction of the “Double First-Class Initiative” has put forward higher requirements for the quality of talent training in higher education. As an important foundational course in science and engineering universities, the reform of the teaching mode of Advanced Algebra is imperative. Addressing the current problems in Advanced Algebra teaching—such as significant differences in students’ foundational knowledge, unitary teaching methods, and the disconnection between theory and practice—this paper constructs a three-stage blended teaching mode of “pre-class online independent learning, in-class offline interactive inquiry, post-class online-offline consolidation and improvement”, based on the theoretical support of Cognitive Flexibility Theory and Activity Theory, leveraging the advantages of blended teaching. Teaching practice was carried out through links including clarifying teaching objectives, optimizing teaching content, designing diversified teaching activities, and improving the evaluation system, with a comprehensive analysis of practical effects using a mixed research method combining quantitative and qualitative approaches (comparison of final exam scores, questionnaire surveys, in-depth interviews, and learning behavior log analysis). The results show that this mode can effectively stimulate students’ learning interest, enhance their independent learning ability and innovative thinking, and play a positive role in improving the teaching quality of the Advanced Algebra course. It provides a reference for the reform of foundational course teaching under the background of the “Double First-Class Initiative” construction.