基于混合式平台支撑的少数民族预科数学教学实践研究

Practical Research on Blended Platform-Supported Mathematics Teaching in Ethnic Preparatory Education

摘要: 高校少数民族预科班的数学教学，是连接初等数学和高等数学的桥梁，在高等教育中占据重要地位。由于该群体学生的数学基础普遍薄弱，其教学目标和实施方案的设计，与常规预科班存在显著差异。上海工程大学有16年的少数民族预科班办学经验，为深入探究预科阶段公共基础课程的教学成效及优化路径，本研究以该校少数民族学生预科班为对象，系统收集了2018~2025年各学期公共基础课：高等数学(上)和高等数学(下)的教学模式资料和学生考试成绩数据。通过融入思政要素，确立了“综合大班(线下)→专题小班(线上、线下结合)→志愿帮扶小组(线上、线下互动)”的混合式教学平台。该模式的实践应用，可为高校少数民族预科班学生公共基础课的教学和管理优化提供有效的实践支撑。此外，在新型教学模式推行过程中，通过在线上平台设置学习目标、奖励机制和时间管理建议等策略，有效缓解了学生对智能手机成瘾问题，实现了教学质量提升与学生学习行为改善的双重成效。

Abstract: The mathematics instruction in preparatory courses for ethnic minority students in higher education institutions serves as a crucial bridge connecting elementary and advanced mathematics, occupying a pivotal position in tertiary education. Given the generally weak mathematical foundations of this student demographic, the design of instructional objectives and implementation plans exhibits significant differences from conventional preparatory programs. With 16 years of experience in operating preparatory courses for ethnic minorities, Shanghai University of Engineering Science serves as the research subject for this study, which systematically collects pedagogical data and academic performance records from public foundational courses (Advanced Mathematics I and II) across semesters between 2018~2025. By integrating ideological and political elements, we have established a blended teaching platform structured as “comprehensive large classes (offline) → thematic small classes (online-offline integrated) → volunteer tutoring groups (online-offline interactive)”. The practical application of this model provides effective operational support for optimizing the teaching and administration of public foundational courses in ethnic minority preparatory programs. Furthermore, during the implementation of this innovative teaching paradigm, strategic measures such as setting learning objectives, implementing reward mechanisms, and providing time management guidance on digital platforms have effectively mitigated students’ smartphone addiction tendencies, achieving dual outcomes of enhanced instructional quality and improved learning behaviors.