Cognition and Practice of Innovative Education in Higher Education

DOI

10.2991/mcei-17.2017.172How to use a DOI?

Keywords

Hierarchical Interaction; Highermathematics; Teaching mode; Practical exploration

Abstract

Under the background of rapid development of information technology, learning patterns are increasingly diversified. It can be said with certainty that the teaching mode of class instruction originally adopted by the education community is bound to enter a revolutionary era of great change. The education model will closely integrate with the network and information technology and many other new technologies together continue to break the traditional restrictions, fast forward. The current teaching model is too old, long-term infused teaching makes students accustomed to dull learning, classroom has inefficiency, ignoring innovation in teaching, especially in the context of Chinese culture, the lack of the training of innovative personnel of innovative top international innovation, that is, lack of method innovation to train students. Therefore, it is important to change the old traditional teaching mode, construct a new and effective teaching mode, improve the quality and reduce the burden, liberate the students, enable the students to learn effectively and lay the foundation for the students' lifelong development. This article focuses on the development of higher mathematics to explore the structure of interactive level teaching model.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Suting Zhang
PY  - 2017/12
DA  - 2017/12
TI  - Cognition and Practice of Innovative Education in Higher Education
BT  - Proceedings of the 2017 7th International Conference on Mechatronics, Computer and Education Informationization (MCEI 2017)
PB  - Atlantis Press
SP  - 806
EP  - 809
SN  - 2352-538X
UR  - https://doi.org/10.2991/mcei-17.2017.172
DO  - 10.2991/mcei-17.2017.172
ID  - Zhang2017/12
ER  -