The Inquiry and Practice of Higher Mathematics Teaching Reform

Abstract

This paper explores the integration of online and offline teaching modes in higher mathematics using a learning platform to enhance students’ learning outcomes and engagement. First, drawing on UNESCO’s research on the digital transformation of education, this study outlines the three stages of digital transformation in higher education and proposes innovative online and offline teaching models tailored to the characteristics of basic higher mathematics courses. The development of online courses enhances students’ autonomous learning abilities through flexible learning methods and diverse learning resources, including electronic textbooks, videos, and assignments, as well as personalized learning support. Additionally, the online teaching platform fosters interaction, communication, and self-assessment, increasing the flexibility of learning in terms of time and space. Online tests and assignments help prevent plagiarism by utilizing randomly generated question banks and requiring students to upload photos of their handwritten calculations, thereby improving teaching quality. The integration of online and offline learning also emphasizes the connection between professional knowledge and higher mathematics, the incorporation of ideological and political education into the curriculum, and the application of mathematical modeling, further stimulating students’ interest and practical skills. Evaluations from both students and teachers demonstrate that this model effectively enhances students’ enthusiasm for learning and improves teaching efficiency. Finally, this paper discusses the prospects of applying the Learning-Pass platform to higher mathematics teaching in the context of digital education transformation and provides recommendations for further optimizing the teaching model.