Teaching Reform Practice of Advanced Mathematics under the "Theory-Practice Integration" Concept — Taking the Derivative Teaching in Mechanical Major as an Example

Abstract

In response to the prevalent issues in advanced mathematics teaching, such as the overemphasis on theory at the expense of application and the disconnection from professional demands, this paper, grounded in the educational philosophy of "integration of theory and practice," puts forward a systematic approach to teaching reform. The reform proposes a shift in teaching logic from the traditional knowledge-system orientation to a real-work-scenario orientation, reconstruct-ing the curriculum content system with typical engineering tasks as the carrier. Taking "the application of derivatives in cam mechanisms" for mechanical engi-neering majors as a case study, a three-stage progressive teaching process—"engineering task introduction → mathematical principle exploration → engi-neering problem solving"—is constructed. Teaching practice demonstrates that this reform has significantly enhanced stu-dents' intrinsic learning motivation and their ability to apply mathematical knowledge to engineering practice.