“理论–实验–应用”三阶递进教学模式探索——以《金融时间序列分析》课程为例

Exploring the “Theory-Experiment-Application” Three-Stage Progressive Teaching Model—A Case Study of the Financial Time Series Analysis Course

摘要: 针对金融时间序列分析课程教学中普遍存在的理论与应用脱节、软件训练与思维培养割裂等问题，本文基于OBE理念与杜威“做中学”思想，构建“理论–实验–应用”三阶递进式教学模式。该模式通过理论精讲、实验操作与综合应用三者协同联动，形成“理论指导实践–实践检验理论–实践深化理论”的螺旋上升通道。以某高校金融数学专业两轮教学实践为例，从教学内容重组、混合式教学设计与多元化考核评价三个维度系统阐述实施路径。实践表明，该模式在提升学生数据分析能力、模型建构能力与金融问题解决能力方面成效显著，为金融数学专业核心课程教学改革提供了可操作的实践方案。

Abstract: In response to the prevalent issues in teaching Financial Time Series Analysis—such as the disconnection between theory and application, and the separation of software training from analytical thinking development—this study constructs a “theory-experiment-application” three-stage progressive teaching model, grounded in the Outcome-Based Education (OBE) framework and Dewey’s philosophy of “learning by doing.” The model integrates intensive theoretical instruction, handson experimental exercises, and comprehensive application tasks, thereby creating a spiral upward cycle in which theory guides practice, practice tests theory, and practice deepens theoretical understanding. Drawing on two rounds of teaching practice in a financial mathematics program at a university, this paper elaborates on the implementation pathways from three dimensions: restructuring of teaching content, blended instructional design, and diversified assessment methods. The results demonstrate that this model significantly enhances students’ capabilities in data analysis, model construction, and financial problem-solving, offering a practical and replicable scheme for the teaching reform of core courses in financial mathematics.