微積分課程創新教學改進－以材料系109－110學年度學生為例

科技大學的學生，受到少子化及新冠肺炎疫情的衝擊，與國中及高中數學精簡教學的影響，學生缺乏學習的動機，只求題目的答案，完全忽略解題過程的訓練，造成學生的運算能力非常薄弱，甚至連非常基本的運算都有問題，令人非常擔心，也造成教學上的很大困擾。筆者任教微積分多年，發現大一學生的數學程度差距頗大，有些學生在課堂上未能及時理解教師的講解，跟不上課堂教學進度，課後就無法自行解題，便抄襲同學的作業，甚至不交作業，在解題上長期受到挫折，而逐漸完全放棄學習。也有些學生縱使在課堂上聽懂了，回家自行練習解題時，卻因為未完全理解教學內容而在解題過程中遇到困難，又無法立即得到教師或同儕的協助，而產生後續學習的困境。我以改進學生微積分運算能力為目標，將數學公式及精選題目完整收集，整理出一本包括公式、精選題目及詳解的講義教材。為了配合遠距教學的需要，我又整理了一份完整的線上遠距教材，提供給學生課前預習及課後學習使用，並且在微積分的教學過程中，詳細說明何種題目應該運用的解題公式，鼓勵學生多做題目，增加運算的練習機會。

關鍵字

新冠肺炎疫情；精簡教學；遠距教學；線上遠距教材；學習動機

並列摘要

The students of the University of Science and Technology are affected by the low birth rate and the new crown pneumonia epidemic, and the impact of the simplified mathematics teaching in middle and high schools. Students lack motivation to study and only seek the answers to the questions, completely ignoring the training of the problem-solving process. Weakness, and even very basic operations have problems, which is very worrying and causes great trouble in teaching. The author has been teaching calculus for many years, and found that the mathematics level of freshman students is quite different. Some students fail to understand the teacher's explanation in time in the classroom, and they cannot keep up with the progress of the classroom teaching. Do not hand in homework, suffer long-term setbacks in problem solving, and gradually give up learning completely. Some students, even if they understand it in class, go home to practice problem solving, but they encounter difficulties in the process of solving problems because they do not fully understand the teaching content, and they cannot get immediate assistance from teachers or peers, resulting in the dilemma of follow-up learning. . With the goal of improving students' calculus operation ability, I have collected mathematical formulas and selected topics, and compiled a textbook that includes formulas, selected topics and detailed explanations. In order to meet the needs of distance teaching, I have compiled a complete online distance teaching material, which is provided to students for pre-class preview and after-class learning. In the process of teaching calculus, I explain in detail which problems should be used to solve problems. Formulas, encourage students to do more questions, and increase the opportunity to practice operations.

並列關鍵字

COVID-19 ； streamlining teaching ； distance learning ； online distance learning materials ； motivation to learn

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