竞赛式考核与微视频融合教学在数值分析课程中的实践研究——以线性方程组迭代解法为例

Integrating Competition-Based Assessment and Micro-Video Teaching in Numerical Analysis—A Case Study on Iterative Methods for Linear Equations

摘要: 数值分析是理工科研究生重要的公共基础课程，传统教学存在单向灌输、互动不足、实践环节薄弱等问题。为提升课堂参与度、强化学生自主学习与工程计算能力，本文提出将竞赛式考核与微视频法相结合的创新教学模式，并以线性方程组迭代解法章节为载体开展教学实践。通过问题设计、分组探究、微视频制作、课堂展示、竞赛答题与多元评价等环节，系统构建“课前微视频自主制作 + 课堂竞赛互动”的双环节教学机制。实践结果表明，该模式显著提升了学生学习主动性与课堂互动氛围，有效强化了理论推导、算法编程、团队协作与学术表达等综合能力，考核方式更趋公平多元。该教学模式可为数值分析及同类理工科计算类课程的教学改革提供可复制的实践路径与参考。

Abstract: Numerical Analysis is an important public basic course for graduate students in science and engineering. Traditional teaching methods suffer from problems such as one-way indoctrination, insufficient interaction, and weak practical training. To enhance classroom participation and strengthen students’ autonomous learning and engineering computation ability, this paper proposes an innovative teaching model that combines competition-based assessment with micro-video method. Taking the chapter on iterative methods for linear systems as a carrier, the teaching practice is carried out through problem design, group inquiry, literature study, micro-video production, classroom presentation, competition-based question answering, and diversified evaluation. A double-link teaching mechanism of “pre-class autonomous micro-video production + in-class competitive interaction” is systematically constructed. Practical results show that this model significantly improves students’ learning initiative and classroom interaction atmosphere, effectively strengthens comprehensive abilities such as theoretical derivation, algorithm programming, teamwork, and academic expression, and makes the assessment more fair and diversified. This teaching model can provide a replicable practical path and reference for the teaching reform of Numerical Analysis and similar computation-oriented courses in science and engineering.