[01] Luyao Wang, The School of Mathematics and Statistics, Shandong Normal University, Jinan, China. [02] Zezhong Yang, The School of Mathematics and Statistics, Shandong Normal University, Jinan, China.

Mathematical Analysis is one of the most important professional basic courses for mathematics study in colleges and universities, and it is a key course to guide students from elementary mathematics to higher mathematics learning. Mathematical analysis is the basis of many subsequent courses. Therefore, how to teach mathematical analysis has become a problem that researchers are eager to study. What are the aspects of these studies? What are the shortcomings? It is also worth exploring. Therefore, we have made a simple review of the literature in CNKI in the past two years by using the literature method, and the conclusions are as follows: (1) In the past two years, the research on how to teach mathematical analysis in universities has mainly focused on students, teachers, assessment, teaching content, and other six aspects. For these six aspects, predecessors have studied more, so it has certain reference significance for mathematical analysis teaching. (2) Problems in existing research: There is a lack of empirical research in the existing literature, and the scientificity is not enough; although some aspects are mentioned, the results obtained are not detailed enough. (3) There are still some gaps in existing research: how to implement mathematical analysis teaching in a special period, such as the impact of novel coronavirus pneumonia on mathematical analysis teaching. Therefore, it is necessary for future research to adopt more empirical research methods on the basis of existing research, implement solutions to actual classroom teaching to verify actual effectiveness, and consider the design of mathematics classrooms from the current actual situation.

Mathematical Analysis, Teaching, College

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