面向航海技术专业的概率论与数理统计探究式教学改革

An Inquiry-Oriented Reform of Probability and Mathematical Statistics Teaching for Navigation Technology Majors

摘要: 针对航海技术专业《概率论与数理统计》教学中专业情境不足、知识应用与航海实践脱节的问题，基于情境学习、问题导向学习和案例教学的相关理念，构建海事情境驱动的探究式教学模式。课程以48学时为载体，由数学教师与航海专业教师联合设计案例，围绕航迹偏差估计、设备故障时间分析、船舶碰撞原因判断和避碰训练评价等任务，引导学生经历“情境分析–问题转化–方法选择–条件核验–风险判断表达”的学习过程。教学实践设置实验组(3个自然班，109人)和对照组(3个自然班，120人)，两组由同一教师授课，采用相同教学大纲、教材、教学进度和考核要求；对照组以概念讲授、例题示范和习题训练为主。结果显示，实验组课程综合表现以及专业情境理解、概率统计方法应用、方法条件核验、风险判断与表达得分均高于对照组。结合任务单、课堂记录和教学反思发现，案例难度控制、专业术语理解及统计结论边界是实施中的主要难点。研究表明，该模式可为概率统计基础课与航海专业学习情境的衔接提供可操作路径。

Abstract: To address insufficient professional contexts and the disconnection between knowledge application and maritime practice in “Probability Theory and Mathematical Statistics”, this study develops a maritime-scenario-driven inquiry-oriented teaching model informed by situated learning, problem-based learning, and case-based learning. Within a 48-hour course, mathematics and navigation instructors jointly design tasks on route-deviation estimation, equipment-failure-time analysis, ship-collision cause assessment, and collision-avoidance training evaluation. Students proceed through scenario analysis, problem formulation, method selection, assumption checking, and risk-judgment communication. The teaching practice involved an experimental group of three intact classes (n = 109) and a control group of three intact classes (n = 120). Both groups were taught by the same instructor and followed the same syllabus, textbook, schedule, and assessment requirements, whereas the control group mainly received concept explanation, worked examples, and exercise practice. The experimental group achieved higher scores in overall course performance, professional-context understanding, application of probability and statistical methods, assumption checking, and risk-judgment communication. Task sheets, classroom records, and teaching reflections further indicated that controlling case complexity, understanding professional terminology, and defining the evidential boundaries of statistical conclusions were major implementation challenges. The model provides an operational approach to connecting foundational probability and statistics with navigation-related learning contexts.