“思维转型–协同创新–价值引领”三位一体的《高等数学》课程育人模式创新改革

The Trinity of “Thinking Transformation, Collaborative Innovation, and Value Guidance”: An Innovative Reform of the Education Model for the “Advanced Mathematics” Course

摘要: 《高等数学》作为大学理工科专业的重要基础课程，兼具工具性与价值性双重属性，是培养高素质工程技术人才综合素养与创新能力的关键环节。然而，课程教学长期面临三重困境：学生从具体形象到严密抽象的思维跨越困难，创新实践能力与协作素养生成机制薄弱，以及数学知识的高度抽象性与思政元素的具象化融合路径不畅。针对上述痛点，本文提出“思维转型–协同创新–价值引领”三位一体的课程育人模式，以系统化思维回应高等数学教学改革中的结构性问题。该文首先阐述高等数学在知识、能力和价值三个维度的育人目标及其内在关联，进而深入解析当前教学中面临的三大痛点及其成因，在此基础上提出三位一体改革框架与核心举措，以期为新时代高等数学课程的内涵式发展提供理论参照与实践路径。

Abstract: “Advanced Mathematics”, as an important foundational course for science and engineering majors in universities, possesses both instrumental and value-oriented attributes, serving as a key link in cultivating the comprehensive competence and innovative ability of high-quality engineering talents. However, the course has long faced three predicaments in its teaching: students’ difficulty in transitioning from concrete imagery to rigorous abstract thinking; the weak mechanisms for fostering innovative practical ability and collaborative skills; and the poor integration of the highly abstract nature of mathematical knowledge with the concretization of ideological and political elements. To address these pain points, this paper proposes a trinity education model of “thinking transformation, collaborative innovation, value guidance” to respond systematically to the structural issues in the teaching reform of Advanced Mathematics. The paper first elaborates on the educational goals of Advanced Mathematics across three dimensions—knowledge, ability, and value—and their internal relationships. It then deeply analyzes the three major pain points in current teaching and their causes. On this basis, it puts forward the trinity reform framework and core measures, aiming to provide theoretical reference and practical pathways for the connotative development of Advanced Mathematics courses in the new era.