Exploring the "Teaching and Learning" of Calculus Course from the Perspective of Teaching Connection
DOI:
https://doi.org/10.54097/jeer.v4i3.11344Keywords:
Teaching Connection, Disjointed; Middle School Mathematics, CalculusAbstract
In the current Mathematics education system, there is an obvious disconnection between college mathematics (taking calculus as an example) and middle school mathematics. If the connection is not smooth, it will directly affect the teaching effect of college mathematics. This article analyzes the causes of poor connection from the perspectives of differences in teaching objectives and methods, disconnection and overlap in teaching content, differences in learning methods, external environmental influences, and individual differences in student sources. We have proposed bridging strategies from the perspectives of teachers' "teaching" and students' "learning", providing teaching references for improving the effectiveness of university mathematics teaching and cultivating high-quality mathematics talents.
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