Keywords: learning style change
The focus of secondary vocational school students' study is to learn majors and skills. With the shift of learning focus, middle school students hold indifferent or even indifferent attitudes towards basic cultural courses such as mathematics. In addition, many students have lost their interest and confidence in learning mathematics. It is a common phenomenon for students to be rigid in thinking and indifferent in expression. Faced with this situation, our math teachers in vocational secondary schools should consider the all-round development of students, emancipate their minds, change their concepts, take classroom teaching as the main battlefield, take students as the main body, optimize classroom teaching, change students' learning methods, and make a new breakthrough in math teaching in vocational secondary schools. What is a learning method? "Learning style" is an important concept in contemporary educational theory research. It is a combined concept, not referring to specific strategies and methods, but to students' basic behavior and cognitive orientation when completing learning tasks; It does not refer to the specific small strategies of learning, but to the general trend of learning.
How to change students' mathematics learning style? Generally speaking, I think changing the way students learn mathematics is to change the passive and single learning way of students at present. We should advocate diversified learning methods, let students become the masters of learning, make students' subjective consciousness, initiative and creativity develop continuously, and cultivate students' innovative consciousness and practical ability. This requires advocating independent, practical, exploratory and cooperative learning methods. Therefore, I think we should realize this change from the following four points:
First, change "passive acceptance" into "autonomous learning"
The traditional teaching method is that lectures occupy almost all the classroom teaching time, and teachers just talk about it, ignoring students' learning initiative and the cooperative relationship between teachers and students, and students are in a passive position. For this reason, educator Tao Xingzhi once put forward the idea of "teaching integration" and put it into practice. The ultimate goal of teaching activities is to let students learn to learn. Teachers should establish a student-centered teaching concept and give full play to students' main role in the classroom. Stimulate students' learning motivation, stimulate students' desire for knowledge, let students participate in the whole teaching process with interest, and acquire knowledge through their own thinking activities and hands-on operations.
In mathematics teaching, teachers should stand on the heights of "educating people" and "people-oriented development" and regard mathematics teaching as a way of human development. Students' active learning is an inevitable way for students to know, understand, master and apply mathematics. Only through active learning can students improve their mathematics quality, develop their creative thinking and cultivate their creative personality. In normal teaching, we should choose different teaching methods according to different teaching contents, different teaching objectives and students' characteristics, strive to create a harmonious and pleasant teaching atmosphere and diverse teaching situations, and carefully design teaching processes and exercises. Give students the right of independent exploration, cooperation and communication and hands-on operation in class, so that students can fully express their opinions. Over time, students realized the joy of success, which aroused their curiosity, thirst for knowledge and interest in learning mathematics. They felt that mathematics was no longer boring formulas, calculations and numbers, but changed from "passive acceptance" to "autonomous learning" in thought.
Second, change "mastering knowledge" into "applying knowledge"
In mathematics teaching, teachers should guide students to understand that mathematics comes from life and is used in life. Mathematics itself is not a mathematical symbol, it has rich connotations and is closely related to people's lives. The ultimate goal of learning mathematics is to apply what you have learned to your life and solve the mathematical problems around you. Encourage students to learn to ask questions and understand problems from the perspective of mathematics, comprehensively apply the knowledge and skills they have learned to solve problems, and cultivate application awareness. However, the loss of mathematics application consciousness is a serious problem in China's mathematics education. The phenomenon of not talking about the actual source and specific application of mathematics in class, but only talking about book knowledge is still everywhere. With the gradual formation of the socialist market economic system, mathematical problems in economic aspects such as stocks, interest, insurance, bonus savings and installment payment have gradually become common sense. If mathematics teaching still turns a blind eye, regardless of practical application, I am afraid it will be out of date.
In fact, I think the primary duty of a math teacher is to do everything possible to cultivate students' problem-solving ability, and learning knowledge is for use. However, the long-term exam-oriented education makes most students only solve a certain kind of application problems and concept problems. But they don't know why they study math and what's the use of learning math. Therefore, in teaching, we should aim at students' age and psychological characteristics, closely connect with students' real life, carefully create situations, let students apply mathematics knowledge in real life, and effectively improve their ability to solve practical problems.
For example, after teaching the knowledge of "arithmetic progression and Geometric Series", you can consciously arrange the calculation of simple interest and compound interest of bank deposits. This kind of training not only makes students know some common sense of life, but also makes students deeply realize how important mathematics is to our lives and the value of learning mathematics, thus stimulating their strong desire to learn mathematics well and changing "mastering knowledge" into "applying knowledge".
Third, change "indoctrination teaching" into "* * * discussion"
Mathematics teaching in the traditional sense emphasizes the imparting of knowledge, the training of skills and the guidance of teachers. Classroom teaching is basically indoctrination, and students' learning is basically listening, imitating, memorizing and copying the knowledge taught by teachers. Therefore, it is a process of passively accepting knowledge and strengthening storage, ignoring students' subjectivity in the learning process, making students feel that learning mathematics is boring and uninterested. It is considered that mathematics is a problem, and it is useless to learn mathematics, not only because the teacher is too much in charge, but also because of the lack of students' subjective participation intention. Therefore, we should advocate the establishment of independent cooperative inquiry learning mode, which puts forward strong reform requirements for our teachers' functions and functions, that is, the traditional condescending position of teachers will gradually disappear in classroom teaching, and instead, teachers will stand among students and have equal dialogue and exchanges with them; In the past, the dullness and seriousness of teaching activities controlled by teachers should be broken and replaced by the sincerity and passion of teacher-student interaction and development. Therefore, the function of teachers is no longer just to convey, discipline and educate, but more to inspire, help and suggest; The relationship between teachers and students is no longer linked by knowledge transmission, but by emotional communication. Students' inspiration for learning is not produced in quiet meditation, but mostly in positive speeches and mutual debates.
The interactive teaching activities between teachers and students are the inevitable result of deepening the understanding of learning essence. Therefore, in teaching, teachers should create a good interactive environment and platform for students, actively understand and think about various problems that students have in the process of activities, including psychological, mathematical and cognitive problems, give help to students' problems, help students establish and develop cognitive structures better and more effectively in the process of teacher-student interaction, share their thoughts, viewpoints and knowledge, and exchange their feelings, concepts and ideas. Therefore, we should boldly let go in teaching, give students enough time, and let students become the protagonists of learning and the explorers of knowledge. In this way, students are always in the process of finding and solving problems in class, and their autonomy is fully exerted. Everyone put forward their own views, discussed together, expressed their opinions, got the truth in the debate, learned to analyze and solve problems in interaction and communication, mastered knowledge, and promoted the feelings between teachers and students and the friendship between classmates. Fully arouse students' interest in learning mathematics. Let students really participate in teaching and learn creatively.
Fourth, change "single media" into "multimedia"
2 1 century, mankind entered the information age. With the continuous development of modern educational technology with computer and network as the core, our education has moved from classroom teaching with a piece of chalk, a textbook and a blackboard to "screen teaching" and from lecture teaching to innovative teaching. The application of computer in teaching has become a new perspective and window of education. In the process of mathematics learning, teachers can also make use of the advantages of human-computer interaction and the cognitive environment integrating sound, pictures and words, so that computer and network technology can become one of the learning means. And this kind of learning style will definitely become the mainstream of students' learning style. Students can get information and think by themselves through various networks. At the same time, it has changed the learning atmosphere in the classroom and better played the main role of students. For example, when teaching the images and properties of trigonometric functions, students can learn and understand the changing laws of sine function and cosine function images through the movement of M points on the images of Y = SIN (X) and Y = COS (X), and display the coordinates of M points at the same time, so as to better understand the monotonicity of functions. They can also feel the periodic changing laws of sine function and cosine function images through animation. In this way, boring points and curves are more vivid and interesting in math class. If we change the old-fashioned mathematics teaching mode, students will show great interest in learning, thus better improving students' initiative in learning and receiving good teaching results. Only in this way can we change the difficult to the easy and improve our interest in learning and teaching efficiency. This can consolidate and deepen students' understanding of concepts and properties and stimulate students' enthusiasm for mathematics practice and exploration. Timely and appropriate use of modern educational technology to assist teaching, creating teaching cultural scenes with vivid pictures, making abstract teaching content concrete and clear, making students active in thinking, participating in teaching activities with interest, making students pay attention to practical operation, scientifically memorizing knowledge, helping students to play their learning initiative and think positively, thus improving teaching quality, optimizing teaching process and enhancing teaching effect. Mathematics teachers should study how to integrate modern educational technology into mathematics teaching from the perspective of their own disciplines, just like using blackboards, chalk, paper and pens, and making the original abstract mathematics knowledge vivid and vivid, so that students can not only master mathematics knowledge, but also like this subject.
In a word, in the face of the challenge of curriculum teaching reform, teachers must change their educational concepts, use their brains and think of ways to closely link mathematics with real life and help students master new learning methods. This is a new and important topic for teachers in curriculum reform. Teachers should not only attach importance to it, but also implement it as a research, so that students can learn, understand and develop mathematics in the process of studying practical problems from life experience and objective facts.