The Exploration of Teaching Reform in Numerical Analysis Course through the Four Integration Model

DOI: https://doi.org/10.62517/jhet.202415542

Author(s)

Gaofeng Liu*

Affiliation(s)

Leshan Normal University, Leshan, Sichuan, China *Corresponding Author.

Abstract

This article explores the teaching reform of the Numerical Analysis course through the "Four Integration" model to enhance teaching quality. Based on the Outcome-Based Education (OBE) concept, interdisciplinary course integration, ethics education, and the combination of industry, academia, a systematic reform plan is proposed. By introducing mathematical modeling and mathematical experiment cases, combined with enterprise projects and university student innovation projects, the study found that the "Four Integration" model significantly enhances students' scientific computing skills and programming abilities, and strengthens their capability to solve real-world engineering problems. The feedback on student satisfaction and exam scores has significantly improved, classroom interaction and participation have increased, and satisfaction from businesses has also improved. The model has achieved remarkable results in enhancing teaching effectiveness and provides an effective path for the continuous improvement of the Numerical Analysis course.

Keywords

Numerical Analysis; Outcome-Based Education (OBE) Concept; Interdisciplinary Course Integration; Ethics Education; Industry-academia-research Integration; Teaching Reform

References

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