Exploring Mathematics Curriculum Reform in Application-Oriented Undergraduate Education under the Philosophy of "Teach Less, Learn More"

A Case Study of Digitalized PBL Teaching Practice at Xi'an Eurasia University

Abstract

Shaanxi Province has been steadily advancing the "classroom revolution" in local undergraduate universities and implementing a student-centered orientation to teaching reform. "Teach Less, Learn More" advocates that teachers offer precise and thought-provoking guidance while returning the space for inquiry to students, making it an important philosophy for addressing the long-standing problem of "heavy lecturing, light inquiry" in public mathematics courses. Grounded in the application-oriented positioning of undergraduate institutions in Shaanxi, this paper takes the digitalized PBL (project-based learning) reform of university mathematics courses at Xi'an Eurasia University as its sample. It analyzes the real contradictions of "more teaching, less learning" in conventional mathematics classrooms, and explains the intrinsic alignment between "Teach Less, Learn More" and PBL across four dimensions: the transformation of teacher and student roles, the upgrading of learning carriers, digital empowerment, and educational goals. Drawing on authentic teaching cases from the courses, the paper systematically explores implementation pathways for reforming university mathematics courses under digital empowerment, covering the restructuring of teaching processes, the reorganization of teaching content, the construction of multi-dimensional assessment, and the practical difficulties encountered together with optimization strategies. It thereby offers a practical reference for improving the quality and efficiency of public mathematics courses in peer institutions across Shaanxi Province.