Research on the Construction of MOOC Teaching Resources in College Mathematics Based on Relevance Theory

DOI: https://doi.org/10.62517/jhet.202415102

Author(s)

Hongwei Ji1, Aiyun Zhong1, Guolei Wu1, Qiaoping Gao1, Yingxin Pan1, Jinxin Gao2,*, Kuanming Wang 3

Affiliation(s)

1Nantong Normal College, Nantong, China 2School of Mathematics and Physics, Anhui University of Science and Technology, Wuhu, Anhui, China 3School of Mathematics and Physics, Jiangsu Institute of Technology, Changzhou, Jilin, China *Corresponding Author.

Abstract

In the context of the rapid development of modern information technology and communication technology, MOOC learning has become one of the most common learning tools in the process of mathematics teaching in higher education institutions. However, there are currently various problems such as insufficient resource sharing, excessive scattered and disordered data resources, and weak knowledge system. Currently, some higher education institutions have begun to use the theory of relevance as guidance to construct a MOOC teaching resource system for university mathematics courses, hoping to better bridge the sharing and interconnection relationship between students and educators, reflecting the characteristics of teaching resource mobility and openness. This is undoubtedly a new innovation for the education of university mathematics courses. This article mainly analyzes the overview of relevance theory and explores the construction of university mathematics MOOC teaching resources and the application of teaching plans under the context of relevance theory.

Keywords

Relevance; College Mathematics; MOOC Teaching; Resource Construction

References

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