An Empirical Research on How Advanced Mathematics Promotes Students’ Critical Thinking Led by Three-teaching Concept in New Engineering Education

DOI: https://doi.org/10.62517/jnse.202417205

Author(s)

Xiuguo Bi1, Xiuli Ge2,*, Chao Liu1, Huizhen Yan1

Affiliation(s)

1Department of Basic Courses Teaching, Dalian Polytechnic University, Dalian, Liaoning, China 2Southampton International College, Dalian Polytechnic University, Dalian, Liaoning, China *Corresponding Author.

Abstract

Nowadays, the enrollment scale of China’s colleges and universities, students’ overall ability, teachers’ quality and professional academic level all influence college students’ enthusiasm, initiative and learning efficiency, which greatly affects the quality of talent cultivation in most colleges and universities. As for the traditional large-sized teaching model of advanced mathematics, student-centered teaching reforms in colleges and universities have been extensively explored. In addition to the traditional lecture-based teaching model, research-based teaching models, hybrid teaching models, and flipped classroom teaching models are typical teaching reforms. Based on the current situation and problems in advanced mathematics teaching in colleges and universities, this paper puts forward the “three-teaching” concept of teaching how to think, teaching how to experience, and teaching how to express in response to the problem, and uses the “three-teaching” concept to lead the situation-problem teaching and enable students to be driven by problems.

Keywords

Critical Thinking; Three-teaching Concept; New Engineering Education; Advanced Mathematics

References

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