Functions are the core of algebra, and the teaching of function concepts is also the main task of high school mathematics Students' learning of functions and their concepts shifts from understanding specific quantitative relationships to understanding abstract quantitative relationships The monotonicity of functions, as the property of the first function that students learn in high school, lays a certain foundation for learning function related knowledge in the future.

Corporate finance courses are increasingly adopting data-driven teaching methods. Modern corporate finance courses are focusing more on students' career development. Through simulation practice and career planning guidance, students are better prepared to face challenges in the workplace after graduation. Students need to learn how to utilize data analysis tools and techniques to extract useful information from large datasets and make more accurate decisions. Data-driven teaching is a significant innovation in current curriculum reforms. In recent years, with the development of technology and the emergence of financial innovation, corporate finance courses have been undergoing continuous changes and innovations. These courses have started to emphasize emerging areas such as digital finance, blockchain technology, and sustainable development. Taking the example of corporate finance, this paper integrates the demands of skill development in the era of digital finance, focusing on aspects like teaching methods, reform methodologies, practical experiments, feedback mechanisms, and data analysis.

"Physics Curriculum Standards for Compulsory Education (2011 Edition)" requires that physics teaching in junior high schools should focus on the development of students' scientific abilities, including the development of scientific knowledge and skills, scientific methods and attitudes. In view of the problems existing in middle school physics teaching such as being out of touch with real life, lack of interest, and traditional indoctrination teaching, integrating STEAM education concepts into physics experiment courses can greatly improve the interest of physics teaching and put students first. , teachers as instructors and assistants to improve the existing problems in the current physics teaching. Therefore, how to reasonably apply the STEAM education concept to the physical experiment course is a question worth exploring. I take "the design and production of floating sinks" as an example. The general idea is to build the main line of classroom teaching: the smoothness of knowledge logic, the progress of students' cognitive laws, the smooth design of teaching activities, and how to learn buoyancy and explore objects. To better understand the floating and sinking of objects when floating and sinking, interspersed with the educational concept of STEAM.