Mathematical Analysis is a fundamental course for mathematics majors in universities,and its teaching effectiveness has a decisive impact on the learning of the entire mathematics major.However,in practical mathematical analysis teaching,students often only passively learn,resulting in poor learning outcomes.Therefore,it is necessary to reform the traditional teacher centered learning method.The Feynman learning method,as a new type of output based teaching method,has been widely applied in the teaching of various science and engineering courses,achieving good teaching results.Inspired by this,this article studies the application of Feynman learning method in mathematical analysis teaching.Through a combination of interviews and questionnaire surveys,we aim to understand the teaching and student learning situation of university mathematics analysis courses.Specifically,in mathematics analysis classes,teaching methods are mainly used,resulting in low student participation,lack of initiative in learning,and broad interests.Based on this situation,taking the"limit exchange theorem of function sequences"as an example,this article specifically explores how to apply Feynman learning method to mathematical analysis classroom teaching,fully tap into students'conscious initiative,and improve the learning efficiency of mathematical analysis.
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