Abstract
The purpose is to achieve a high-quality teaching effect in quality education using the new teaching concept. Firstly, the Deep Learning (DL) theory is introduced to improve the trial-error teaching method, then the trial-error teaching is combined with STREAM education. Afterward, the conical section hyperbola teaching in college entrepreneurship education is specifically studied under experimental analysis using the proposed DL-based integrated trail-error + STREAM teaching methods. The experimental results read: student’s average veracity on the multiple-choice question is 93.4% and 90.1% for the experimental group and control group, respectively; student’s average veracity on short-answer questions is 92.3% and 90.3% for the experimental group and control group, respectively. The results show that the application of DL to the trial-error teaching method can cultivate students’ in-depth analysis and logical thinking ability for mathematical problems. Meanwhile, the DL-based integrated trial-error + STREAM teaching methods stimulate students’ initiative to learn more difficult knowledge, establish integral knowledge systems, and more comprehensively and deeply understand the teaching content. As a result, students’ scientific literacy and humanistic literacy are both improved. Therefore, the proposed DL-based integrated trial-error + STREAM teaching method in college entrepreneurship education has a guiding significance for other disciplines and provides ideas for the expansion and development of STREAM teaching in the future.
Highlights
With continuous social progress and technological innovation, new technologies have become the main driving force for the development of various industries under the general trend of globalization
The current mathematics teaching focuses on the essence of knowledge, advocates constructive innovation, encourages in-depth participation, centers around teaching goals, and cultivates in-depth thinking, according to which College entrepreneurship education teaching can be divided into five stages: the deep connotations oriented curriculum analysis, the cognitive development-oriented evaluation, the Deep Learning (DL)-oriented comprehension learning, the higher-order thinking-oriented learning reflection, and toward comprehension level-oriented effect assessment
This study takes the hyperbolic content in the conical section of College entrepreneurship education as an example and applies the teaching method based on DL theory in combination with STREAM education to give inspiration to university teachers and scholars in the field of education
Summary
With continuous social progress and technological innovation, new technologies have become the main driving force for the development of various industries under the general trend of globalization. College entrepreneurship education is an important stage of quality education, where teachers provide more incisive teaching ideas to students to gradually elevate from the shallow level of learning, as well as to solve their puzzles, improve their cognitive level, and form good thinking habits. New teaching methods can change the teaching mode and inspire students to learn more in-depth knowledge, the combination of trial-error teaching method based on DL theory and STREAM teaching is of great significance in the application of college entrepreneurship education, which provides a theoretical basis and ideas for other disciplines. It pays more attention to the examination of students’ comprehensive ability, which requires students’ basic knowledge mastery, as well as knowledge integration, analysis, and problem-solving abilities Such heavy learning task often provokes students’ resistance to high school mathematics, and, more often than not, their math tests present a high error rate. STREAM education has changed the previous teaching material-centered educational mode and pays more attention to the cultivation of students’ outlook on life and practical activities, well-combining theoretical knowledge with practice and extending the traditional single-subject teaching mode
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