Modern Social Science Research

In the context of the in-depth advancement of the construction of new engineering education, the traditional course "Probability Theory and Mathematical Statistics" faces the practical dilemma of a disconnect between knowledge transmission and ability cultivation, separation between theoretical teaching and engineering application, and opposition between closed classrooms and open innovation. This paper addresses the shortcomings of the current course in establishing statistical thinking, solving practical problems, and improving educational effectiveness. Based on the three-level teaching concept of "proposition-practice-growth" in cognitive psychology, a progressive teaching framework oriented towards the needs of new engineering education is proposed. This framework includes a six-step contextualized method for propositional logic teaching, a three-stage progressive method for classroom case teaching, and a six-step project method for interdisciplinary expansion. Through the implementation of the reform on the Hubei Provincial First-Class Course Platform, three major transformations have been achieved: from a knowledge-based classroom to an ability-based classroom, from a didactic classroom to a practical classroom, and from a closed classroom to an open classroom. Teaching practice shows that this model effectively improves students' probabilistic and statistical thinking, engineering modeling ability, and innovative literacy, providing a referable path for curriculum reform in the cultivation of new engineering talents.

New Engineering education; Probability theory and mathematical statistics; Teaching model; Cognitive psychology