本文研究微课在高等数学教学中的应用问题，通过对天津市4所高校一年级近6

本文研究微课在高等数学教学中的应用问题，通过对天津市4所高校一年级近600名学生调查问卷，发现微课融入高等数学教学可以增强学生的学习兴趣，可以培养学生分析问题、解决问题的能力，可以提高课堂教学效率等重要作用。与此同时，微课在高等数学教学中也存一定问题，如在微课的准备过程中花费的时间较长，在微课应用中形式大于内容，过于追求可视化、动态化的现象还依然存在。

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结果 (英语) 1: [复制]

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This article studies the application of micro-classes in advanced mathematics teaching. Through a questionnaire survey of nearly 600 first-year students in 4 universities in Tianjin, it is found that the integration of micro-classes in advanced mathematics teaching can enhance students’ interest in learning and can cultivate students to analyze problems and solve problems. Question ability can improve the efficiency of classroom teaching and other important functions. At the same time, micro-courses also have certain problems in the teaching of advanced mathematics. For example, the time spent in the preparation of micro-courses is longer. In the application of micro-courses, the form is greater than the content. The phenomenon of excessive pursuit of visualization and dynamics still exists. .

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结果 (英语) 2:[复制]

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This paper studies the application of micro-courses in higher mathematics teaching, and through the questionnaire of nearly 600 students in the first grade of four colleges and universities in Tianjin, it is found that the integration of micro-courseinto into higher mathematics teaching can enhance students' interest in learning, can cultivate students' ability to analyze and solve problems, and can improve the efficiency of classroom teaching. At the same time, micro-courses in the teaching of higher mathematics also have some problems, such as in the preparation of micro-courses in the process of longer time, in the micro-course application of the form is larger than the content, too much pursuit of visualization, dynamic phenomenon still exists.

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结果 (英语) 3:[复制]

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This paper studies the application of micro class in higher mathematics teaching. Through the questionnaire survey of nearly 600 freshmen in four universities in Tianjin, it is found that the integration of micro class into higher mathematics teaching can enhance students' interest in learning, cultivate their ability to analyze and solve problems, and improve the efficiency of classroom teaching. At the same time, there are also some problems in the teaching of higher mathematics. For example, it takes a long time to prepare for the micro class, the form is greater than the content in the application of the micro class, and the phenomenon of over pursuing visualization and dynamic still exists.<br>

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