学情分析驱动的高等数学教学设计优化——以定积分概念为例

Optimization of Teaching Design for Higher Mathematics Driven by Learning Situation—Taking the Concept of Definite Integral as an Example

摘要: 针对农林类专业高等数学教学中学生基础薄弱、兴趣分化显著、教学进度与学生认知起点错位等问题，本文基于264份学情问卷分析，以建构主义学习理论为指导，构建了“认知冲突–经验锚定–协作建构–意义升华”的四阶教学设计模式。以定积分概念教学为例的实践表明，该模式通过生活化类比降低认知门槛、问题链引导促进意义建构、专业融合增强价值认同，能有效破解少学时背景下“进度快、理解难、兴趣低”的教学困境，为同类院校高等数学教学改革提供参考。

Abstract: Addressing issues such as weak student foundations, significant interest differentiation, and a mismatch between teaching progress and student cognitive starting points in higher mathematics teaching for agriculture and forestry majors, this paper, based on an analysis of 264 learning situation questionnaires and guided by constructivist learning theory, constructs a four-stage teaching design model of “cognitive conflict-experience anchoring-collaborative construction-meaning sublimation”. Taking the teaching of the concept of definite integral as an example, the practice shows that this model effectively addresses the teaching dilemma of “fast progress, difficult understanding, and low interest” in the context of limited class hours by lowering cognitive thresholds through life-oriented analogies, guiding meaning construction through problem chains, and enhancing value recognition through professional integration. It provides a reference for the reform of higher mathematics teaching in similar institutions.