Learner-Centered Pedagogy in a Liberal Arts Mathematics Course

We discuss the pedagogical redesign of a liberal arts mathematics course that enrolls roughly 3000 students per year. Flipping the classroom is a prominent feature of the new pedagogical approach. We describe the nature of this redesign, course resources, and how students are assessed for both preparation and understanding. We also indicate how the course redesign was implemented, and we assess its success. The results thus far are encouraging. For example, an analysis of course grades indicates increased performance for students participating in the redesigned course, but we are cognizant of several confounding factors.

本文探讨了一门年招生规模约3000人的文科数学课程的教学重构工作。翻转课堂（Flipped Classroom）是新教学方案的核心特色。本文阐述了此次重构的核心内涵、课程配套资源，以及针对学生预习情况与知识掌握程度的考核方式；同时说明了该课程重构的落地实施路径，并对其实施成效进行了评估。截至目前，相关研究结果令人振奋。例如，课程成绩分析结果显示，参与重构后课程的学生成绩有显著提升，但我们也意识到本研究尚存若干混淆变量。