REFORM AND PRACTICE OF DIFFERENTIATED INSTRUCTION IN ADVANCED MATHEMATICS BASED ON THE STEAM CONCEPT IN THE CONTEXT OF THE NEW COLLEGE ENTRANCE EXAMINATION
Keywords:
New college entrance examination, STEAM educational concept, Advanced mathematics, Differentiated instruction, Teaching reformAbstract
The "3+1+2" reform of China's New College Entrance Examination (NCEE) has led to marked differentiation in the mathematical foundations of university freshmen, posing serious challenges to the traditional "one-size-fits-all" model of Advanced Mathematics instruction. Taking the undergraduate cohorts of Grade 2024 and 2025 at Northeast Forestry University as research subjects, this paper explores the construction of a differentiated teaching model—encompassing "diagnosis of learning conditions, hierarchical objectives, interdisciplinary integration, and multiple evaluation"—grounded in the STEAM educational concept. Findings indicate that NCEE subject combinations are significantly correlated with university mathematics learning outcomes; interdisciplinary case teaching effectively stimulates learning motivation, and hierarchical teaching strategies narrow the achievement gap among students from different subject-selection backgrounds; and a multiple evaluation mechanism serves as a critical safeguard for the continuous optimization of teaching plans.References
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