First, the connotation of mathematics quality education in secondary vocational and technical schools
Quality education is based on the actual needs of human and social development, and its fundamental purpose is to comprehensively improve students' basic quality, respect students' subjectivity and initiative, pay attention to developing people's wisdom potential and form the basic characteristics of people's sound individual behavior. It includes ideological quality education, scientific and cultural quality education, physical and mental quality education and labor skills quality education.
Mathematics quality education in secondary vocational and technical schools is to combine knowledge learning with ability training through imparting mathematical knowledge. Through imparting knowledge, we can cultivate students' ability in secondary vocational and technical schools, and constantly develop and improve students' quality on the basis of improving their ability.
Second, the secondary vocational and technical schools in mathematics education problems
There are many problems in the process of learning mathematics in secondary vocational and technical schools, which are mainly manifested in poor foundation and weak foundation. From the teaching practice, the author sees that most students who enter secondary vocational and technical schools fail in high school, and their cultural foundation is poor, especially in mathematics, which causes the pressure and psychological obstacles for these students to learn.
Third, the importance of mathematics quality education in secondary vocational and technical schools
Mathematics quality education has incomparable advantages and important functions in other disciplines.
1. Cultivate good thinking quality
By learning the basic knowledge of mathematics, students can realize the practicality of mathematics. Implementing quality education in the process of learning mathematics, using heuristic teaching to arouse students' initiative and enthusiasm, and strengthening the training of scientific thinking methods and verbal communication can make students' thinking activities clear, systematic and logical.
2. Improve psychological quality
Paulia, a famous math educator, once said: "If students don't have the opportunity to taste all the joys and sorrows of fighting for solving problems in school, then his math education will fail in the most important place." Carrying out scientific psychological quality education for students, teaching students to look at difficulties and setbacks with a positive and optimistic attitude, and seriously treating and solving these mathematical problems will invisibly exercise students' will and enhance their psychological endurance.
3. Cultivate mathematical aesthetic ability and sentiment.
Mathematical beauty is different from natural beauty and artistic beauty. Mathematical beauty is a kind of rational beauty and abstract beauty, which needs people with certain mathematical literacy to feel and discover. Implementing quality education in mathematics teaching in secondary vocational and technical schools can cultivate students' ability to discover the beauty of mathematics.
Fourthly, measures to improve the mathematics quality of students in secondary vocational and technical schools.
In actual mathematics teaching, we should strengthen students' quality education from the following aspects.
1. Carefully create problem situations to stimulate interest.
In the actual teaching process, teachers should pay more attention to the connection with real life and provide problem situations that can make students have questions and are eager to explore, so that students can successfully solve problems through certain efforts.
2. The training of mathematical thinking method runs through the whole teaching process.
For students in secondary vocational and technical schools, mathematical thinking method is more important than mathematical knowledge. In the teaching process, teachers should pay attention to the following points: first, pay attention to mining the thinking methods hidden in knowledge and extract the hidden mathematical ideas; The second is to highlight the basic ideas of mathematics, especially the ideas of transformation, classified discussion and combination of numbers and shapes; The third is to guide students to pay attention to the exploration of problem-solving process and ideas.
3. Strengthen the training of mathematical language ability.
In the teaching process, teachers should learn to use a variety of mathematical languages to translate basic concepts and principles, so that students can understand the fun of mathematics and enhance their love for mathematics.
4. Let students personally participate in the whole process of experiencing teaching.
For example, let students participate in giving definitions, theorems and formulas in the book, guide students to find, ask and solve problems, cultivate and strengthen students' mathematical application ability and application consciousness, and actively guide students to participate in evaluation and summary.
5. Cultivate students' good psychological quality.
Teachers should protect students' thirst for knowledge and curiosity and reduce their fear of answering wrong questions.
6. Adopt various positive evaluation methods.
Teachers should give priority to encouraging evaluation, not only pay attention to students' mastery of basic knowledge of mathematics, but also pay attention to the development of students' mathematical application ability and mathematical thinking ability.
In a word, classroom teaching is the main channel and front for implementing quality education. In order to adapt to the requirements of quality education and improve students' mathematics quality in an all-round way, we must change the traditional "spoon-feeding" and "injection" teaching methods into "heuristic" and "trial", let students actively participate in classroom activities, constantly develop intellectual and non-intellectual factors, fully mobilize students' subjective initiative, and make the classroom become a classroom where teachers and students interact and develop together.