产教融合视角下高职高等数学与专业课程衔接教学研究

Research on the Connected Teaching of Advanced Mathematics and Professional Courses in Higher Vocational Colleges from the Perspective of Industry-Education Integration

摘要: 产教融合是新时代高职院校培育高素质技术技能人才的核心路径。高等数学作为理工、经管类专业必修公共基础课程，承担着为专业课程提供计算工具、培育逻辑思维与工程分析能力的职能。当前不少高职院校高等数学依旧沿用学科导向教学模式，课程体系独立、教学内容与专业岗位需求脱节，高数与专业课程之间缺少有效衔接通道，出现“基础课无用、专业课难学”的双重困境。本文立足于产教融合育人理念，结合一线课堂观察、专业课教师深度访谈开展现状分析，系统梳理高职高等数学对接专业课程现存堵点；以岗位能力需求为导向，构建“校企协同、课专联动、内容重构、教法创新、评价革新”一体化衔接教学体系，借助框架导图、对比表格直观呈现改革方案，从人才培养方案修订、模块化教学内容搭建、跨教研室协同机制、项目化课堂实施、多元考核评价五个维度构建可落地实施路径，并辅以教学实践案例加以验证。研究成果可为高职院校打通公共基础课与专业课程壁垒、推进高数课程教学改革、落实产教融合育人目标提供实践参考。

Abstract: Industry-education integration serves as the core approach for higher vocational colleges to cultivate high-quality technical and skilled talents in the new era. As a compulsory public basic course for science, engineering, economics and management majors, Advanced Mathematics provides computational tools for professional courses and develops students’ logical thinking and engineering analysis capabilities. At present, the discipline-oriented teaching model is still adopted for Advanced Mathematics in many higher vocational colleges. The curriculum system operates independently, teaching content is disconnected from professional post requirements, and there lacks an effective connection between Advanced Mathematics and professional courses, resulting in the dual dilemma that “students consider basic courses useless while finding professional courses difficult to learn”. Based on the education philosophy of industry-education integration, this paper analyzes the current situation through frontline classroom observation and in-depth interviews with professional course teachers, and systematically sorts out the existing obstacles in the connection between Advanced Mathematics and professional courses in higher vocational colleges. Guided by post competency requirements, an integrated connected teaching system featuring “school-enterprise collaboration, linkage between basic and professional courses, content restructuring, teaching method innovation and evaluation reform” is constructed. The reform scheme is intuitively presented via frame diagrams and comparison tables. Implementable approaches are established from five dimensions: revision of talent training programs, construction of modular teaching content, establishment of cross-teaching and research office coordination mechanism, implementation of project-based classroom teaching, and diversified assessment and evaluation, which are verified by supporting teaching practice cases. The research findings can offer practical references for higher vocational colleges to break down barriers between public basic courses and professional courses, promote the teaching reform of Advanced Mathematics, and realize the talent cultivation goal of industry-education integration.