数智时代农林院校数学教育的系统性重塑——数学系的实践与探索

Systematic Remodeling of Mathematics Education in Agricultural and Forestry Universities in the Digital-Intelligence Era—Practice and Exploration of the Department of Mathematics

摘要: 当前，在数智化的新时代，农林类高校数学课程面临知识老化、交叉不够、理念落后等诸多困境。从面向新农科的视角出发，以一所农业院校数学系为案例，深入分析了重构农林类高校数学课程体系的意义、思路及举措。以“数学思维基础 + 农林专业场景 + 数智工具平台”的融合型课程建设新模式、人工智能赋能下的智慧课堂教学模式改革、“互联网+”数据驱动下教与学协同提升的评价模式探索为突破口，将数学课程由被动支撑发展为主动引领，取得了可喜成果。本研究采用质性和量化的混合方法，验证了整体性重构对于提高农林类学生解决实际问题的能力以及数学信息化素质和交叉融合创新能力具有重要作用；本研究不仅能够为农林类院校破解“数学教学脱离专业应用”难题提供有效路径，而且能为其他地方性行业高校开展新时代背景下的理科通识教育教学改革提供有益借鉴参考。

Abstract: Under the background of the information age, there are many problems that need to be solved for the teaching mode of mathematical courses at colleges of agriculture and forestry, such as old-fashioned curriculum system, inadequate inter disciplinarily, and outdated pedagogy. From the perspective of general construction of New Agricultural Science, based on in-depth reform practice of a mathematics department, in this article, we will discuss logically, theoretically and pathologically about the logic need, theory basis and choice of road for the remodeling of mathematics education. Based on the construction of a new trinity curriculum system of “Mathematical Logic Foundation + Agricultural and Forestry Application Scenarios + Digital Intelligence Technology Carrier”, promoting the transformation of AI driven smart teaching mode, and establishing two-way growth mechanism of teacher-student based on big date evaluate, the fundamental transformation in math education, from “peripheral utility” to “central driver of invention”, is complete. The study shows qualitatively, as well as quantitatively, the effect of a system wide remodeling in terms of improved problem solving abilities among students, their digital competence, and their interdisciplinary innovative mindset. This study, on one hand can provide a systematic solution to solve the “disconnection between mathematics teaching and professional needs” problem that has existed for many years at agricultural and forestry universities; on the other hand, it can offer some important theoretical supports and practical models for the transformation of basic science education in local industry-specific universities in the digital intelligence era.