Research on coping strategies for digital transformation of mathematics teachers in application-oriented universities
应用型高校数学教师教育数字化转型应变策略研究

摘要

教育数字化已上升为国家战略，应用型高校数学教师作为数字化转型的直接参与者和实践者，其数字素养与应变能力直接影响转型成效。本文通过梳理国内外教师教育数字化转型研究现状，系统分析了应用型高校数学教师数字化转型面临的现实困境，构建了“素养—内容—教学—评价”四维协同的数字化转型应变策略框架，并结合本校数字化教材建设、混合式教学改革、课程思政数字化融入、数学建模竞赛指导、数学+专业融合等实践探索验证了策略的有效性。

Abstract

Educational digitalization constitutes a vital component of the national education strategy. As direct participants and practitioners in the digital transformation, mathematics teachers in application-oriented universities have their digital literacy and adaptive capabilities directly influencing the transformation outcomes. This paper reviews the current research landscape on digital transformation of teacher education both domestically and internationally, systematically analyzes the practical challenges faced by mathematics teachers in application-oriented universities during digital transformation, and constructs a four-dimensional collaborative coping strategy framework encompassing “literacy—content—teaching—assessment.” The effectiveness of the proposed strategies is validated through practical explorations at our university, including digital textbook development, blended teaching reform, digital integration of curriculum ideology and politics, guidance on mathematical modeling competitions, and integration of mathematics with various majors.