Selected Samples of Freshman Mathematics Essays for College Students

College mathematics is one of the compulsory courses for college students. Since the freshman year is a transitional period, offering mathematics as a course in the freshman year plays an important role in the quality of teaching. Below are the freshman mathematics papers I compiled for your reference.

First-year Mathematics Essay Example: "Thoughts on the Penetration of Moral Education in Mathematics"

Abstract: Teachers should provide moral education to students based on the characteristics of the mathematics subject. Mathematics teachers must be good at teaching in the subject Integrate moral education into teaching, cultivate students' scientific attitude of respecting facts, correct learning purposes, rational thinking spirit and scientific attitude, cultivate students' dialectical materialist world view, enhance students' interest in mathematics, and cultivate students' noble personality characteristics and thoughts Moral cultivation.

Keywords: Mathematics; Penetration; Moral Education

The Ministry of Education of my country issued the "Moral Education Outline for Secondary Vocational Schools" stating that schools should give full play to their leading role and work closely with families and society. , broaden the channels of moral education, and realize all-round, full-process and all-round education. From the Ministry of Education to schools, everyone is increasingly aware of the importance of moral education among students. So how can we carry out moral education better in schools? Subject moral education is one of the important positions for moral education. Nowadays, various countries regard moral education as a very important task, and are actively exploring how to infiltrate moral education into subject teaching. Therefore, every teacher in our vocational schools should strive to explore the nature and characteristics of moral education and give full play to the role of the main channel of moral education. As an important part of school subject education, mathematics has its own unique style and characteristics, and it should also shoulder the task of moral education. First, mathematics is a science that studies the quantitative relationships and spatial forms of the objective material world. It has a strict symbol system, unique formula structure and image language. Its notable features are: high degree of abstraction, strict logic, and application. The breadth and dialectics of connotation. Second, the purpose of learning mathematics is to master certain basic mathematical knowledge and form certain mathematical literacy, which are methods and abilities that students can use throughout their lives. These mathematical abilities include: spatial imagination ability, logical thinking ability, basic computing ability and mathematical modeling ability, etc. Third, as one of the basic cultural courses in vocational schools, mathematics uses few resources and is easy to carry out teaching activities. Combined with the characteristics of the mathematics discipline, the author believes that moral education can be carried out from the following points.

1 According to the characteristics of the mathematics subject in secondary vocational schools and the current situation of mathematics classes, teachers’ personality

Character and good teacher-student relationship are the key to moral education. The characteristics of the mathematics subject give People feel that it is boring and tasteless, especially for students in vocational schools. Moral education must pay attention to artistry and give full play to the contagious role of emotion. As a mathematics teacher, every teacher in mathematics class respects and adapts to human nature and the individuality of classmates, protects the dignity of classmates, explores and praises students' inner emotions, and mobilizes their positive psychological factors. Only when teachers use emotion can they inspire students' emotions and make them enjoy what they are learning. Students feel the teacher's concern for them and recognize the teacher from the bottom of their hearts, thus truly establishing a new scientific teacher-student relationship.

2 Combining the content of mathematics textbooks to teach students to love the motherland and love science

When using positive and negative numbers and operation rules, teachers should explain to students or let students themselves Searching for relevant content on the Internet, you can know that relevant concepts have been proposed in the world-famous mathematics classic "Nine Chapters of Arithmetic", which made algebra appear as early as 2000 BC in the West; the famous Pythagorean Theorem,? Yang Hui's triangle, the calculation of pi, the famous mathematician Chen Jingrun's "Chen's Theorem", the optimization method initiated and promoted by Hua Luogeng, etc., our country's scientific achievements make every descendant of Yan and Huang around the world proud, and can inspire students to have a strong love for science. Patriotism and national pride, while stimulating students’ enterprising spirit in learning.

3 Cultivate the correct motivation and purpose for learning, improve students’ interest in learning mathematics, and enhance their sense of social responsibility

The ultimate goal of learning mathematics is to be able to use mathematics, so both teachers and students We should know the application of mathematics in our lives or in the professional courses we study. For example, when we are learning about cylinders, we can relate it to the cylinder on the engine that we have learned in the automotive major to explain the knowledge about surface area and volume; when we are learning piecewise functions, we can relate it to the water bills, electricity bills, and rental fees related to our lives. Contact us for car charges and so on.

4 Combined with the characteristics of the subject of mathematics, cultivate students’ good personality characteristics of rational thinking and acting according to objective laws

Mathematics is a natural science, and scientific questions must not be false in the slightest. , the precision of mathematical language makes the conclusions in mathematics unambiguous. Galileo: The Mysteries of the World is a huge book, and this book is written in the language of mathematics. More and more people believe that mathematical language is the universal language of various sciences, which shows the accuracy of mathematical language. From a mathematical point of view, one plus one can only equal 2 and cannot be any other result, but this is not necessarily the case in other disciplines. Neither mathematical language nor the results obtained through mathematical reasoning allow any fraud.

In our daily teaching, we should combine mathematical thinking and learning methods to cultivate students' scientific attitude of seeking truth from facts, being well-founded, having the courage to correct mistakes, and the habit of consciously acting in accordance with objective laws.

5 Combined with the characteristics of the mathematics discipline, educate students on the dialectical materialist worldview

The occurrence and development of mathematics itself is full of materialist dialectics. Engels once used mathematics as a "dialectical auxiliary tool and expression method". Mathematics discovers problems from practice, then analyzes known existing problems, finds out the relationships between them, uses mathematical knowledge, summarizes the rules, and then returns to practice to test and apply. This is exactly what is reflected in dialectical materialism. From the perspective of perceptual, rational, and practical epistemology.

6. Excavate aesthetic education materials in mathematics textbooks, and cultivate students’ noble sentiments and ideological and moral cultivation through aesthetic education.

Hua Luogeng, a famous Chinese mathematician, said: Mathematics itself also has infinite beauty. ?The symbols, graphics, number arrangements, etc. in mathematics all contain rich aesthetic elements. You can tell students that the circle represents our class or our country. Each student is like a discrete point on the circle. The collective image and honor are closely related to each of us. When learning the operations of intersection, union, and complement of sets, it not only illustrates the simplicity and harmonious beauty of symbols, but also instills a sense of community. When learning the Cartesian coordinate system, we can instill in students that we should be upright and adhere to our own principles. When learning points, each point is composed of a pair of ordered real numbers. The coordinates can be regarded as innate factors and acquired factors that affect our own development in society, and acquired factors mainly determine our future development. , thereby encouraging every student to study hard, be a serious person, and exercise various abilities from now on, and they will definitely have a bright future. In the teaching process, students are guided to discover, appreciate and discuss beauty, gradually cultivate students' aesthetic awareness and taste, cultivate students' noble sentiments and ideological and moral cultivation, and help students develop in an all-round way.

In summary, it is feasible to conduct moral education for students based on the characteristics of the mathematics discipline. In the teaching of mathematics subjects, although we cannot directly and systematically educate students about moral education like Chinese and politics, we can do it as long as we are good at exploring the moral education factors in the teaching materials, seek truth from facts, connect with reality, and be good at guiding during the teaching process. Effectively carry out moral education penetration, so that students can continuously improve their quality in all aspects while learning knowledge.

References:

[1] New theory on moral education in secondary mathematics teaching, Internet.

[2] Penetration of moral education in higher mathematics teaching[J ]. Journal of Jilin Provincial Economic and Management Cadre College.

Freshman Mathematics Essay Sample Part 2: "A Brief Discussion on the Penetration of Moral Education in Mathematics Teaching"

Abstract: Moral education plays an important role in school education The important position is the direction and the soul, ranking first among all education. As an important subject in basic education, mathematics should play an important role in cultivating students' moral education. Therefore, teachers should strive to find moral education points in mathematics teaching, organically penetrate moral education, and closely integrate teaching and educating people.

Keywords: primary school mathematics; mathematics teaching; moral education;

1. Introduction

There is a saying: "A century of education, moral education comes first", it can be seen that schools Education places moral education in a very important position. Nowadays, with the rapid progress of society and the rapid development of science and technology, how can primary school mathematics moral education break away from the traditional education model, inject perfect and scientific connotation, and form a set of effective new education models. Although mathematics is a rational subject, it contains rich moral education content. According to the characteristics of this subject, we can carry out moral education penetration education, so that primary school students not only learn book knowledge, but also understand the principles of life!

2. Infiltrate moral education into mathematics textbooks

According to the characteristics of the subject of mathematics and the receptive ability of primary school students, vivid pictures and persuasive content of moral education are injected. Achieve organic combination and natural penetration effect. As we all know, the primary school stage is a critical period for the physical and mental development of children and adolescents. For the lower-grade students who have just entered school, it is the budding period for recognizing society and accepting new things. Therefore, the work of primary school mathematics moral education begins from this moment on. Moral education. Mathematics and moral education in primary schools are like drizzle, moistening things silently, while mathematics is like sand. In the process of mathematics teaching, teachers are surrounded by drizzle of water all the time. And primary school students are like young grass growing in the sand, sucking the moisture in the sand. Therefore, the penetration of moral education in primary school mathematics is to organically combine the factors of moral education itself with the factors of the mathematics discipline, so that the content of moral education can gradually form the inner ideological and moral character of students in a subtle way. Mathematics textbooks are the main teaching tools used in teaching, and they are also the basis for teaching. They are also the source for primary school students to acquire knowledge and understand life. Therefore, the preparation of scientific and effective mathematics textbooks provides a useful way for classroom teaching. In people's past concepts, moral education should only be related to subjects such as Chinese, ideological and moral education. Judging from the current educational connotation, this concept is backward and completely wrong.

Educationist Herbart once had a famous saying about education: "Teaching without moral education is just a means without an end; moral education without teaching is an end without a means." It can be seen that infiltrating moral education into mathematics teaching classroom is the most important and the most principled education.

3. Infiltrate moral education into mathematics teaching classrooms

When teaching in the classroom, teachers should fully explore the moral education factors and knowledge in mathematics textbooks and infiltrate moral education. For example, the examples, exercises, annotations, and analysis in primary school mathematics textbooks incorporate many vivid pictures for moral education, as well as persuasive mathematical data or knowledge points. It is a comprehensive teaching model that integrates moral education factors with mathematical knowledge for teaching, ability cultivation and ideological and moral education. Organically combine explicit teaching issues and implicit moral education to realize the educational function of mathematics. Whether in lesson preparation or in class, teachers must be good at identifying the entry points for infiltrating moral education into mathematics teaching in order to improve the effectiveness of classroom teaching. Moral education can be combined with teaching content to penetrate the long and splendid history of mathematics of the Chinese nation, which is long-standing, extensive and profound. Modern information technology and multimedia teaching methods can also be used to add vivid moral education elements to the content to be taught. The important thing is that in primary school mathematics teaching, we should fully connect the teaching materials with the actual life of primary school students, and be good at extending the penetration of moral education into and outside the classroom.

4. Combining inside and outside the classroom, and infiltrating moral education through mathematics activities

In the process of primary school mathematics teaching, the infiltration of moral education cannot only be limited to the classroom, but should also be integrated with extracurricular learning. In an organic combination, teachers can carry out some extracurricular mathematical activities to penetrate moral education. It is necessary to enhance the interest and practicality of mathematics classes, create a relaxed and pleasant situation, pay attention to the connection between mathematical knowledge and real life, and make students realize that mathematics is not boring and boring, mathematics cannot be separated from life, and mathematics is everywhere in life. This keeps students engaged in learning the content. Guide students to learn to apply what they have learned and return knowledge to life. Applying what they have learned is the essential destination of mathematics learning. Students must have the awareness to apply mathematical knowledge to life. For example, after learning multiplication estimation, students are asked to investigate each person's daily water consumption after going home. After returning to school, they estimate the daily water consumption of a class of 60 people, and then estimate the water consumption of more than 3,000 people in the school. While consolidating new knowledge, students can appreciate the preciousness of water resources. The idea of ??cherishing water resources and saving water resources will take root in the little minds of primary school students. For another example, after students learn statistics, let them go home and investigate the number of garbage bags used by their families every day, and then calculate the number of garbage bags used by families in a class in a week, a month, and a year, combined with the results of our school The nearby garbage dump affects the environment, and finally summarizes the impact of garbage bags on the environment, so that students can not only master relevant mathematical knowledge, but also educate them about environmental protection. For another example, when cultivating the ability of primary school students to use their hands and brain vividly, primary school students are urged to use their hands, mouth, brain, eyes, and ears simultaneously. Doing so can not only expand the information sources of primary school students and create a good thinking situation. It can also satisfy the active and curious characteristics of primary school students. For example, when teaching "Recognition of cuboids", you can first show the cuboid objects that students are familiar with in daily life, such as matchboxes, chalk boxes, bricks, etc. These objects are all cuboids. Then let the students list the cuboid objects themselves (bookcases, wooden boxes, thick books, pencil boxes, etc.). By sensing the objects, students gain a preliminary perceptual understanding of what kind of objects are cuboids, so that they can feel and enjoy beauty.

5. Combining the characteristics of the mathematics subject and cultivating good habits through moral education

Mathematics is a rigorous subject with strong scientific and logical nature, but it can allow primary school students to learn well While doing mathematics, you can develop good habits of being strict and serious. It is obvious that primary school students are careless in calculations and have a high error rate. To improve your computing skills, you must develop the habit of careful calculation. In daily teaching training, teachers should always remind students not to copy wrong numbers, to see clearly what operations are, and to pay attention to carry and abrogation when adding and subtracting, etc. I will not give examples one by one here. In short, as long as teachers are good at digging and capturing, and always pay attention to and pay attention to the penetration of students' moral education in mathematics classrooms, moral education in mathematics subjects will definitely achieve good results, and ultimately achieve the dual educational goals of moral education and intellectual education. .

References:

[1] Qi Jianhua. Mathematics Education [M]. Zhengzhou University Press. 2006.07

[2] Guan Jianfu. The Art of Primary School Mathematics Teaching [M] 2000

Freshman Mathematics Essay Sample Part 3: "A Brief Discussion on the Teaching Practice of College Mathematics Quality Development Courses"

　0 Introduction

Mathematics is not only a scientific language and tool, but also an essential foundation for many sciences and technologies. It is also a broad and profound science and an advanced culture. It has always played a role in the process of human beings understanding and transforming the world. plays an important role and influence. The strategic concept of building an innovative country requires a large number of top-notch innovative talents. As an important basic course in universities, college mathematics courses bear an important responsibility for this. The introduction and development of many new concepts and methods in mathematics, as well as the solution of many mathematical problems and related practical problems, are very conducive to the cultivation of college students' innovative spirit, innovative thinking and innovative ability [1].

In the process of learning college mathematics courses, cultivating students' awareness and interest in applied mathematics and gradually improving students' application abilities are important directions for the reform of college mathematics courses. The current teaching of college mathematics courses is still mostly textbook-centered and classroom-centered, with less practical teaching and insufficient attention to co-ordination of extracurricular scientific and technological activities. These are also important factors that affect the cultivation of students' mathematical application awareness and application ability, and should be reformed. Years of teaching reform practice have shown that offering mathematics expansion courses and mathematics elective courses is an effective and important way to stimulate students' enthusiasm for learning mathematics and cultivate students' mathematics application ability and innovation ability.

1 The necessity of setting up mathematics elective courses

Mathematics teaching should not only focus on imparting knowledge, but should enable students to learn knowledge, cultivate abilities and improve their quality. Gain teaching benefits and take into account the requirements of mathematical culture and teaching literacy.

Mathematics courses for non-mathematics majors in universities are divided into compulsory and elective courses. Advanced mathematics, linear algebra, probability theory and mathematical statistics are compulsory courses for undergraduate students in general engineering majors. Elective courses are chosen by students based on their own development needs and study time planning. Elective courses to expand your knowledge structure. The purpose of mathematics elective courses is to guide students to extensively explore different subject areas [2], broaden their knowledge, learn ideas and methods of different subjects, further open up majors, broaden their knowledge structure, strengthen their quality, and consciously develop the ability to actively learn and think independently. habits, constantly improve the ability to construct knowledge, abilities and qualities, and cultivate the spirit of exploration and innovation. Comprehensively improve literacy. Promoting the development of students' personalities and the formation of school-running characteristics is a course that reflects different basic requirements and has a certain degree of openness.

College mathematics education should aim at cultivating students’ mathematical abilities and improving students’ mathematical literacy. At present, the problem of incompatibility between the teaching content of mathematics courses and the development of society is mainly reflected in the fact that the teaching content of the courses fails to reflect the latest achievements in the development of mathematics in a timely manner, and still adheres to the formal deductive system and ignores very important but non-deductive and non-strict important content; It is limited to textbooks and only talks about the content presented in the textbook but ignores the explanation of the source and provenance of the course content [3]. In terms of teaching, college mathematics teaching methods are single and increasingly formal. They focus too much on concepts, the derivation and proof of theorems, calculations and problem-solving skills, which makes mathematics far away from the world around us and away from our daily lives. Overemphasis on the logic and rigor of mathematics causes students to feel that mathematics is too abstract and difficult to understand [4]. In the teaching process, traditional and outdated educational concepts are adopted: emphasizing theory over calculation, emphasizing skills over thinking, and emphasizing reasoning over application.

In the specific teaching process, most teachers are still limited to imparting knowledge itself, especially limited to the training of problem-solving methods and skills, but have no idea how to cultivate students' mathematical thinking, rational thinking and knowledge on the carrier of knowledge. Aesthetic sentiment and improving their mathematical literacy are not paid enough attention. Teachers should be actively guided to use their scientific research abilities to delve deeply into teaching content, improve teaching methods, and implement the role of mathematics in cultivating students' abilities and qualities in the process of imparting mathematical knowledge. The trinity educational concept of “knowledge transfer, ability cultivation, and quality improvement” should be fully implemented [5].

Many concepts, methods or theories in mathematics, some of which come from their prototypes in real production and life, are inseparable from humanities, management, and engineering technology. Discover and point out these The connection is of great benefit to stimulate students' interest in learning mathematics and enhance their understanding of mathematics. Of course, this also requires teachers to extensively cover different subject areas, which is undoubtedly a new challenge for college mathematics teachers.

2 Expanded courses and module construction

Under the guidance of the above ideas, and in order to adapt to the higher requirements of society and the needs of students at different levels, combined with the actual situation of our school According to the situation, the school has introduced corresponding curriculum reform measures and mainly carried out construction work in two aspects:

2.1 Expand the module construction of the curriculum: In the existing required engineering mathematics courses "Advanced Mathematics" and "Linear Algebra" , "Probability Theory and Mathematical Statistics" and other courses, we have opened courses such as "Mathematical Modeling", "Theories and Methods in Engineering Mathematics", "Mathematical Culture", "Common Knowledge in Investment and Financial Management", and established and improved various courses. The course introduction, syllabus, teaching progress and recommended bibliography of this course, combined with multimedia teaching methods, have built and completed an online teaching platform for the "Mathematical Modeling" course, which has been open to all teachers and students in the school. The construction of network platforms for two courses, "Mathematical Culture" and "Theories and Methods in Engineering Mathematics", is currently underway. The "Theories and Methods in Engineering Mathematics" and the planned "Mathematical Calculations in Engineering Problems - MATLAB" are mainly aimed at students majoring in science, engineering, agriculture and medicine in our school; "Common Knowledge in Investment and Financial Management" and the planned courses "Operations Research" is mainly aimed at students majoring in management and economics and quality engineering in our school.

2.2 Module construction to expand practice: The curriculum with quality expansion as the goal is designed to improve students' hands-on and innovative abilities in applying mathematical knowledge to solve practical problems. We have mainly strengthened the work in the following aspects:

① Encourage students to actively participate in various scientific and technological activities through project management: encourage students to actively apply for projects, such as large-scale innovation projects, etc., encourage students to actively participate in various research projects of teachers, and publish in the form of scientific research groups or scientific and technological groups. Small papers, small inventions, small productions, small patents, etc.;

②Various subject competitions oriented to cultivate students’ innovative consciousness: To further cultivate students’ analytical ability and ability to use theoretical knowledge to solve practical problems application ability, actively encourage students to participate in various subject competitions, such as: Undergraduate Mathematical Modeling Competition, Undergraduate Statistical Modeling Competition, Undergraduate Entrepreneurship Design Competition, etc.;

③Encourage students to participate in social practice and social practice with a learning attitude Social survey activities. Society is a rich big stage. Only by integrating into this big stage can we continuously accumulate social experience and continuously increase our ability to practice social activities, thereby improving our own social management and adaptability, and serving society faster and better in the future. .

　3 Achievements and shortcomings

The mathematical modeling course organizes teaching work with students as the center, problems as the main line, and ability cultivation as the goal. Through teaching, students can understand the whole process of using mathematical theories and methods to analyze and solve problems, improve their ability to analyze and solve problems, and improve their interest in learning mathematics and their awareness and ability to apply mathematics.

Mathematical theories and methods in engineering are mainly based on the specific environment of our school. On the basis of studying the required courses of engineering mathematics, it is aimed at senior students to deepen and extend the theoretical knowledge and calculation of mathematics. The method provides mathematical help to students in majors that require high mathematical knowledge (such as engineering mechanics, communications engineering, etc.) and students who are preparing to apply for graduate students.

The mathematics culture course explores the origin of mathematics culture, collects numerous mathematical stories and stories of mathematicians, and combines the formation and development of mathematical ideas and mathematical methods to elaborate on the development of mathematics and mathematics education. The humanistic component reveals the relationship between mathematics and society, and mathematics and other cultures. Through the study of this course, students can better understand mathematics in life and the beauty in mathematics, learn to appreciate and promote mathematics culture, and promote the process of mathematics teaching.

Common sense of investment and financial management mainly introduces students to the basic knowledge and trading skills of stock funds, futures lottery, etc. Some basic mathematical knowledge such as difference equations, theorem of large numbers, etc. are used in the teaching, and more It is the influence of economics, management and humanities knowledge. By studying this course, students feel that mathematics has a wide range of application fields, which further stimulates students' enthusiasm for learning mathematics.

Through a preliminary understanding of the teaching situation in our school, especially an in-depth investigation of the offering of mathematics extension courses at Kunming University of Science and Technology, we found that most students are satisfied or very satisfied with the courses. Students feel that the biggest gain is that they have expanded their knowledge and broadened their horizons. They feel that mathematics is much richer and more interesting than the content in previous textbooks. However, in courses with strong intellectual content such as "Mathematical Culture", students input more and output less, which is not conducive to the improvement of students' knowledge level. In addition, students have little knowledge about the elective courses offered. This shows that the curriculum knowledge base on which students learn is weak. Through the Statistics "Mathematical Modeling" course students' expectations for the course, teachers and themselves, we learned that most students expect to be able to fully understand the course knowledge they have learned in the classroom through the teacher's teachings. Only half of the students hope that teachers will provide students with opportunities to do their own work. More students are still accustomed to playing the role of listening in class and lack the awareness and ability to use mathematics to solve practical problems. Finally, the course level and teaching abilities of college mathematics teachers who serve as elective courses also need to be further improved. Establishing college mathematics elective courses is also a big challenge for the majority of mathematics teachers. Especially in the early stages of opening, teachers must not only change their teaching concepts and teaching methods, but also work hard to expand their knowledge, formulate teaching syllabuses, and improve teaching materials and teaching content.

4 Conclusion

College mathematics teaching is an organic part of higher education. College mathematics elective courses are mainly based on mathematical knowledge and application skills, learning strategies and interdisciplinary application. . How to establish and improve an effective curriculum system for the improvement stage of college mathematics to meet the needs of students in the new era for mathematics learning and the needs of the country and society for talent training has become an issue of increasing concern to the mathematics teaching management departments of today's colleges and universities. . The establishment of college mathematics elective courses adapts to the higher needs of society and also meets the own needs of higher-level students. However, to truly realize the purpose of the course, more efforts and continuous improvement are needed.

First of all, there is an urgent need to convey the necessity of curriculum reform to the teaching management departments, teachers, and especially students of various universities and provide a good reform environment and conditions.

Secondly, scientific teaching concepts should be used to reform the teaching practice of mathematics elective courses, improve teaching content, improve teaching methods, and implement scientific course evaluation methods.

Courses such as "Common Knowledge on Investment and Financial Management" are no longer just basic mathematics courses. In addition to some basic mathematical knowledge, they also include more economic and management humanistic knowledge. Can such courses be included in the humanities category? Elective courses enable the club to acquire corresponding credits while learning knowledge. This is a problem that the teaching management department needs to solve.

Third, we should always be student-centered, and the courses offered should be able to meet the needs of students and stimulate students' interest in learning.

Fourth, teachers should further improve and perfect themselves, adapt to students' individual requirements, improve teaching methods, develop students' initiative and creativity, and comprehensively improve students' comprehensive quality.

Finally, it is necessary to promptly investigate the problems that arise in course teaching and the effectiveness of course teaching, and continuously make corresponding adjustments and improvements to the course and teaching. The establishment of college mathematics elective courses conforms to the requirements of the times and the needs of students. As long as it is continuously improved, it will certainly open up a new world for higher-level students and prepare them to better adapt to the needs of society in the future. Good reserves.