【摘要】 针对学时压缩背景下课程内容重复的教学挑战，从课程衔接的教育学理论出发，重新审视重复内容的教学价值，提出了教学改进策略。研究表明：可以适度保留重复内容，并根据课程教学目标，通过升级数学思维、拓展问题场景、引入宏观—微观二元视角以及设计引发思考的新问题等途径重构教学设计。实践表明，该方法能有效化解课程衔接矛盾，支撑课程目标达成。更多还原

【Abstract】 To address the teaching challenge of overlapping content, the value of such repetition is reexamined from the perspective of curriculum articulation theory and targeted teaching strategies are proposed. Research indicates that judicious retention of overlapping content is viable. By realigning instructional design with course objectives through four different methods,i.e., updating mathematical thinking, extending problem scenario, introducing macro and micro point of view, and designing new problems sparking meditation, educators can transform repetition into pedagogical value. Practice confirms that this methodology mitigates curriculum articulation conflicts and achieves course objectives.更多还原