Reform and Practice of Differentiated Integrated Teaching for College Mathematics Under Emerging Engineering Education

DOI: https://doi.org/10.62517/jhve.202616411

Author(s)

Xingli Chen

Affiliation(s)

Suzhou Institute of Industrial Technology, Suzhou, Jiangsu, China

Abstract

College mathematics serves as a core foundational public course for science, engineering, economics and management majors, which underpins the cultivation of innovative and application-oriented talents within the Emerging Engineering Education framework. Aiming at typical drawbacks in conventional mathematics teaching, including scattered student mathematical foundations, poor compatibility of unified teaching modes, disconnection between theoretical knowledge and professional practice, and simplistic evaluation mechanisms, this study develops a full-cycle differentiated and integrated teaching framework for college mathematics. Guided by individualized instruction theory, constructivism and blended teaching philosophy, the proposed model covers learning status diagnosis, graded content design, multi-level classroom implementation and multi-dimensional assessment. Supported by dynamic hierarchical management, major-oriented modular teaching, online-offline blended instruction and process-based evaluation, a one-year controlled teaching experiment confirms that the optimized model effectively bridges students’ academic gaps, enhances their mathematical application capabilities and stimulates learning enthusiasm. This research offers a scientific and feasible reference for curriculum reform and teaching quality improvement of college mathematics in applied undergraduate institutions.

Keywords

College Mathematics; Differentiated Teaching; Emerging Engineering Education; Blended Teaching; Process Evaluation

References

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