This research focused on the design and implementation of the flipped classroom approach for higher mathematics courses in medical colleges. Out of 120 students, 60 were assigned to the experimental group and 60 to the control group. In the continuous assessment, which included homework and quizzes, the average score of the experimental group was 85.5 ± 5.5, while that of the control group was 75.2 ± 8.1 (P < 0.05). For the final examination, the average score in the experimental group was 88.3 ± 6.2, compared to 78.1 ± 7.3 in the control group (P < 0.01). The participation rate of students in the experimental group was 80.5%, significantly higher than the 50.3% in the control group (P < 0.001). Regarding autonomous learning ability, the experimental group spent an average of 3.2 hours per week on self-study, compared to 1.5 hours in the control group (P < 0.005). Other potential evaluation indicators could involve the percentage of students achieving high scores (90% or above) in problem-solving tasks (25.8% in the experimental group vs. 10.3% in the control group, P < 0.05), and the improvement in retention of key concepts after one month (70.2% in the experimental group vs. 40.5% in the control group, P < 0.01). In conclusion, the flipped classroom approach holds substantial promise in elevating the learning efficacy of higher mathematics courses within medical colleges, offering valuable insights for educational innovation and improvement.

This research focuses on the construction of the competency of “Double-qualified” teachers in higher vocational colleges. Through comprehensive literature analysis, in-depth interviews and questionnaire surveys, a competency model covering three dimensions, namely personality charm, teaching literacy and practical skills, has been successfully established. This model provides a scientific basis for higher vocational colleges in teacher selection, performance evaluation and professional training, and particularly emphasizes the importance of teachers’ cultivation of students’ practical abilities and professional qualities in the context of vocational education. The research reveals that these three competency dimensions are interdependent and jointly influence teachers’ educational and teaching achievements as well as students’ career development.