Author(s): Bo Sun, Jiaxin Wei

Doi: 10.7508/aiem.01.2025.23.27

This is an open access article distributed under the Creative Commons Attribution License CC BY 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited

Aiming at the issues of abstract knowledge and passive student participation in traditional linear algebra teaching, this study integrates the BOPPPS model and flipped classroom concept into a three-stage learning loop: “pre-class autonomy – in-class interaction – post-class extension.” Using goal-oriented design, it leverages visual resources for knowledge internalization, incorporates problem-driven group inquiry, and provides real-time feedback to deepen understanding. Teaching “similar matrices” demonstrates that this model enhances higher-order thinking skills but faces challenges like reorganizing teaching elements, optimizing time allocation, and ensuring resource availability. The model can integrate with AI teaching assistants and learning analytics, forming a new blended teaching paradigm via an intelligent “diagnosispush-adjustment” system. Future research will explore interdisciplinary applications and regional university resource sharing to further reform linear algebra teaching and learning.

KEYWORDS:
BOPPPS, Flipped Classroom, Linear Algebra, Similar Matrix