A Flipped Classroom Teaching Model of College Mathematics in Colleges and Universities Based on the Background of Deep Learning

Abstract

Based on the flipped classroom in the context of deep learning, this paper combines the teaching design of university mathematics in colleges and universities with the learning characteristics of college students and designs and builds a flipped classroom teaching model of university mathematics in colleges and universities in the context of deep learning. To analyze the application effect of the university mathematics flipped classroom teaching model in colleges and universities, we first analyze the differences in the deep learning level of college students and propose the evaluation model of the flipped classroom teaching model, evaluate the application of the model and analyze the evaluation results, then analyze the independent learning ability of college students in a pre and post-test, and finally analyze the participation of college students. There are significant differences in the four dimensions of students’ deep learning awareness, learning motivation, learning engagement, and learning strategies, i.e., p<0.05. The final scores of college mathematics in classes A and B are 40.11 and 36.98. It shows that the effect of flipped classroom teaching in college mathematics is better in class A than in class B. The total value of the independent learning ability of the students in this class before and after the practice increased by 6.8468 points. In the flipped classroom, 37.2 % of the students thought that they completed the task poorly, which was related to the content of practicing the flipped classroom. University math teachers should guide students at the right time to improve their ability to divergence and analogical reasoning.

Keywords

• flipped classroom
• deep learning
• pedagogical model
• university mathematics
• independent learning ability
• 97c70