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<p>According to the cultivation goal of vocational education, this paper analyzes the ontological connotation of digital transformation of vocational education from four aspects, namely, precise teaching, embodied learning experience, intelligent management mode, and visualization of evaluation path, and points out the direction of reform of “three-teaching” in higher vocational mathematics. The research subjects were selected and questionnaires were distributed to analyze the current situation of the “Three Teaching Reforms” of higher vocational mathematics under the perspective of digital education. The results summarize that 8 teachers believe that their ability to basically meet the needs of the “Three Teachings” reform, and the number of teachers who say that their ability is not quite able to meet the “Three Teachings” reform is the same, both accounting for 26.67%, while 53.33% of the teachers are still adopting traditional teaching methods and means. Teaching methods and methods. Based on the results of the current situation analysis, we propose a path for the reform of the three aspects of higher vocational mathematics under the perspective of digital education from the three dimensions of teacher cultivation, textbook innovation and teaching methods.</p>
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According to the cultivation goal of vocational education, this paper analyzes the ontological connotation of digital transformation of vocational education from four aspects, namely, precise teaching, embodied learning experience, intelligent management mode, and visualization of evaluation path, and points out the direction of reform of “three-teaching” in higher vocational mathematics. The research subjects were selected and questionnaires were distributed to analyze the current situation of the “Three Teaching Reforms” of higher vocational mathematics under the perspective of digital education. The results summarize that 8 teachers believe that their ability to basically meet the needs of the “Three Teachings” reform, and the number of teachers who say that their ability is not quite able to meet the “Three Teachings” reform is the same, both accounting for 26.67%, while 53.33% of the teachers are still adopting traditional teaching methods and means. Teaching methods and methods. Based on the results of the current situation analysis, we propose a path for the reform of the three aspects of higher vocational mathematics under the perspective of digital education from the three dimensions of teacher cultivation, textbook innovation and teaching methods.

Research on the Reform Path of “Three Teachings” of Higher Vocational Mathematics in the Context of Digital Transformation of Education

Jiangsu Vocational College of Electronics and Information

Applied Mathematics and Nonlinear Sciences

This work is licensed under the Creative Commons Attribution 4.0 International License.

According to the cultivation goal of vocational education, this paper analyzes the ontological connotation of digital transformation of vocational education...

Research on the Reform Path of “Three Teachings” of Higher Vocational Mathematics in the Context of Digital Transformation of Education

Published Online: Jul 09, 2024

Page range: -

Received: Mar 03, 2024

Accepted: May 28, 2024

DOI: https://doi.org/10.2478/amns-2024-1816

Keywords
Evaluation visualization, Management intelligence, Teaching precision, Three teaching reform paths

© 2024 Yeqin Chen et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Research on the Reform Path of “Three Teachings” of Higher Vocational Mathematics in the Context of Digital Transformation of Education

Published Online: Jul 09, 2024

Page range: -

Received: Mar 03, 2024

Accepted: May 28, 2024

DOI: https://doi.org/10.2478/amns-2024-1816

KeywordsEvaluation visualization, Management intelligence, Teaching precision, Three teaching reform paths

© 2024 Yeqin Chen et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Keywords
Evaluation visualization, Management intelligence, Teaching precision, Three teaching reform paths