Keywords: vocational school mathematics teaching module teaching
Why do vocational school students study mathematics? What should students learn and how to learn? What should teachers teach and how to teach? These problems in mathematics education in vocational schools have been puzzling teachers and students.
In recent years, the rise of ordinary high schools has made the quality of students in vocational schools decline again. Students who enter vocational schools are generally poor in mathematics foundation, afraid of difficulties in mathematics learning, lacking confidence, not to mention interest, and unwilling to spend energy on mathematics learning. They think it's useless to learn math, and it's useless to learn it. So students in vocational schools really don't need to learn math? I think mathematics literacy is one of the important contents and symbols of every modern person and even the whole country and nation. Mathematics is a compulsory basic subject and tool subject for students. Compared with general education, mathematics in vocational schools should emphasize "popular mathematics" and "professional connection". According to the basic task of vocational education, teachers must organize teaching activities according to the specific requirements and characteristics of vocational schools and students, fully consider the vocational needs of students in content, and proceed from the reality of students in methods and means.
Therefore, in order to enable students in vocational schools to correctly understand, learn and use mathematics, I think modular teaching should be adopted in mathematics teaching in vocational schools. Mathematical module is a summary of mathematical problems based on a large number of teaching experiments and knowledge experiments, which is stored in students' brains in the form of models, so that students can establish their own knowledge system in a block structure; This module can be released when solving math problems. The establishment of mathematics module should be easy for students to accept, and the module should not be too big or too boring. Students' mathematical foundation and understanding of mathematics should be fully considered. Through practice, I think the specific operation methods in teaching should be as follows:
First of all, design the teaching content of mathematics module according to the professional characteristics.
Vocational school students' mathematics learning should be based on the mathematics knowledge they have learned, strive to highlight professional characteristics, combine students' majors, and closely connect with life and production practice. Therefore, vocational schools can adapt their school-based teaching materials to the needs of this diversity in the form of modular teaching while using unified teaching materials, so that mathematics teaching can be closely linked with specific majors, which not only pays attention to the requirements of unity, adheres to the basic contents stipulated in the syllabus, but also makes the teaching materials flexible and diverse to meet the needs of various majors. Our school has compiled a school-based textbook for tourism and hotel specialty, which was used in the second year. The whole textbook is divided into seven modules, and the content of each module is combined with professional characteristics, such as the first module: the application of Excel in mathematics; The fourth module: hotel management accounting, etc. The design of these modules combines the characteristics and requirements of the major, increases the content related to the major, is enlightening and applicable, connects with the social production and life reality, and increases students' interest and enthusiasm in learning. Some practical teaching contents can be appropriately added, such as extracurricular social investigation, self-made models and teaching AIDS. Therefore, it can help to improve students' strategies and skills in solving practical problems by better using their mathematical knowledge in their future work. In short, the teaching content of mathematics module should be based on the actual situation of students, enhance practicality, and ensure students to learn the most basic and useful mathematics knowledge well.
Second, carefully prepare for the implementation of modular teaching
The preview work in module teaching is very important, and each module has little connection in content, so we must prepare lessons carefully before each module teaching. Teachers should give full play to the leading role in introducing topics, choosing teaching methods, guiding students and creating scenarios, so as to guide and inspire students to explore independently and actively participate. In the teaching process, according to the actual situation of vocational school students, try to reduce the teaching difficulty. For example, we don't need to talk too much about the ins and outs of mathematical concepts involved in teaching, and we don't need to talk too much about the performance process. For the problems that are difficult to grasp at the moment, we should stop and gradually deepen our understanding through later study. Modern teaching methods should also be introduced in teaching, and with the help of the rapid calculation and drawing ability of computer multimedia, an intuitive model should be provided for abstract mathematics, so that mathematics teaching can reach a higher level and produce a qualitative leap. Then through the teaching of some computer software such as Excel and Geometer's Sketchpad, the static structure of mathematical relations is represented as a dynamic process in time and space, which greatly reduces the difficulty of mathematical problems, makes the popularization of mathematical knowledge possible, and makes it easier for students to master the course of mathematics. Students can master some computer applications while studying mathematics, which can lay a good foundation for future development.
Third, create a study group and conduct module learning.
Because the content of the module is basically closely related to real life, cooperation is often needed in the learning process. For example, it is difficult for individuals to collect and sort out some data. Considering the differences of different students' understanding of mathematics, it is best to create a study group during the learning process. The group should be divided into about 6 people, which is convenient for centralized cooperation, and the differences of students' characteristics should be considered as much as possible, so that the members of the group can develop their strengths and cooperate with each other. For example, when I teach the school-based course "Simple Economic Function" module, I divide the students into several groups to collect fixed costs (rent, water and electricity, etc.). ), the types of flowers purchased, the cost of flowers purchased, the price of flowers sold, etc. A florist analyzes the data of the florist, and then each group draws some conclusions or opinions, and then shares the results of each group through collective discussion in the class. Through the activities, students not only learned relevant mathematics knowledge, but also got real social life practice, which accumulated valuable experience for them to enter the society in the future. Through the communication and discussion among groups, students learned to understand and tolerate, to analyze and think dialectically objectively, and to cultivate their spirit of exploration.
To sum up, mathematics module teaching has solved the problem that vocational school students are tired of learning mathematics and think that mathematics is useless in their future work, promoted the implementation of quality education, made all students gain their own benefits on the original basis, aroused their interest and confidence in learning mathematics, and made mathematics teaching really embark on a pragmatic road.
References:
[1] Wang Zixing. Mathematical methodology. Changsha: China University of Technology Press, 1997.
[2] Bin Liu, Zhou Mingxing, Zhang Tongqing. Encyclopedia of innovative educational models. Beijing Education Press, 1999.438+00.
[3] Tang Ruifen. Selected Mathematics Teaching Theory. East China Normal University Press, 200 1.