Abstract
The Emerging Engineering Education concept further highlights and strengthens the supporting role of mathematical theory and methods for engineering majors, requiring students to enhance their mathematical abilities in terms of foundation, depth, and application, in order to achieve deep cross-border integration with engineering majors. This requires re-examining, rethinking, and constructing a new framework for engineering mathematics teaching, and emerging teaching models such as blended learning provide new ideas and approaches for engineering mathematics teaching to meet this requirement. Focusing on the goal of cultivating new engineering talents, this article mainly studies the construction of a three-dimensional university mathematics teaching resource library, the construction of a dual-subject multi-process blended teaching model, and the formation of a three-stage closed-loop evaluation feedback mechanism. It also analyzes and studies the advantages and problems of this model in practice. Practice has shown that the blended teaching model of engineering mathematics can effectively address some deficiencies in mathematics curriculum teaching and is an effective path to achieve cross-disciplinary integration. However, there are also problems such as imperfect evaluation systems.
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