高等理科教育

小班化教学是深化高校本科人才培养的关键举措与重大挑战。以S大学2015—2019年线性代数(理工)教学班作为研究对象，通过调查研究、比较研究法，分析了班级规模变化对学生成绩影响的趋势，发现教师对小班化教学的认识与实践存在差异，论证了班级规模影响教学效果的关键不仅在于“学生人数”,更在于“教师教法”,初步探究了小班化教学中班级规模的合理区间，以此为参考有助于优化基于教学效果的教学资源利用率。建议推动从小班化教学到小班教学的渐进式发展，加强教师教育尤其是教师教学理念与方式方法的转变，因地制宜地继续探索班级规模的合理区间，以此推动小班化教学效果的提升。

Small-class teaching is an important method in developing the undergraduate education in colleges, but it also presents significant challenge.This study selected classes from S University's linear algebra course from 2015 to 2019 as research samples, and conducted an in-depth analysis on the relationship between class size changes and student performance using a combination of survey research method and comparative research method.The results revealed significant differences among teachers in terms of their understanding and practice of small-class teaching concepts, further confirming that the impact of class size on teaching effectiveness not only depends on "student numbers" but also more importantly on "teachers' teaching strategies".This study preliminarily explored the appropriate range of class sizes in small-class teaching, suggesting that this finding can serve as a reference for optimizing educational resource allocation and improving teaching effectiveness.Based on these findings, it is recommended that educational practices gradually transition from traditional large-class teaching to small-class teaching while emphasizing the importance of teacher education, particularly innovation in teachers' pedagogical beliefs and methods.Additionally, it is necessary to continuously explore and determine the optimal range for class sizes based on specific instructional environments to further improve the effectiveness of small-class teaching.