For a long time, influenced by exam-oriented education, mathematics education often pays more attention to results than process, knowledge than practice, and training than ability, which makes secondary vocational students with relatively weak foundation worse. Without the result of the process, they can't understand and accept it. Without applied knowledge, they lack interest and cannot be consolidated. Most teachers only pay attention to the conclusions of some mathematical concepts, theorems and formulas, and ignore the intermediate process. Students can only know what it is, not why. The learning method is mechanical memory, and those mathematical conclusions are mechanically copied. The final result is not conducive to the cultivation of students' inquiry learning ability and innovative thinking ability, which hinders the improvement of students' mathematics learning ability and is not conducive to their lifelong development.
On the contrary, it is necessary to make students understand the emergence, formation and development of basic concepts and thinking methods in mathematics through the interaction between teachers and students, reasonable deduction and the creation of pleasant teaching situations. That is, inquiry learning-let students experience a complete process of knowledge discovery, formation, application and development as far as possible, and students can understand the proposal of a mathematical problem through this process; The formation of a mathematical concept; The acquisition and application of a mathematical concept. In such an exploratory process of learning mathematics, students find that the fun of mathematics will arise spontaneously, thus stimulating his interest in learning. As the famous educational psychologist Bruner thinks, "Cognition is a process, not a result."
Second, pay attention to students' personality development, develop good study habits and cultivate students' self-study ability.
The student is an individual, and each individual has his own personality except the * * *, and the personality of the secondary vocational school students is more prominent. Their overall level of mathematics is poor, and the level of mathematics of each student is uneven. They don't have good habits, lack self-confidence and sense of accomplishment, and their learning ability is poor. In this regard, we should not be disheartened, blindly limit the development of students' personality, or kill them with a stick. According to students' individual differences in knowledge, skills, abilities, interests and specialties, different teaching objectives should be set, and teaching should be carried out in a differentiated and targeted manner based on students' actual situation. In the classroom, we should carry forward democracy, be good at discovering and protecting students' enthusiasm, treat every student equally, and communicate sincerely with students, especially the exchange of ideas. Guide students to get rid of some shortcomings and gradually develop good study habits. For example, preview before class, review after class, listen carefully, take more notes, practice diligently, be good at summing up and so on. With good study habits, it is necessary to teach students to' fish', that is, to cultivate their self-study ability. Teach students to read books, understand concepts, and cultivate their ability to analyze and solve problems independently. Guide students to reflect on some mathematical problems, summarize some knowledge of the system through reflection, understand some commonly used mathematical thinking methods, and apply what they have learned to solve practical problems through reflection.
Third, pay attention to the development of harmonious teacher-student relationship and strengthen emotional communication with students.
Without love, there is no education. Shakespeare said: "love can make every organ of human beings play its dual functions." At the same time, love is an art of education. It can establish a channel between teachers and students, so that the influence of education can penetrate into students' hearts. From the psychological point of view, students' interest in a certain subject is closely related to their learning emotions. The reason why they learn well is often not because they rationally think that this subject is very important, but depends to a great extent on their likes and dislikes of teachers. Therefore, harmonious teacher-student relationship is one of the important factors to ensure and promote students' learning. Especially for students in secondary vocational schools, teachers should strengthen enthusiastic counseling, sincere help, more spiritual encouragement, respect and trust students, strengthen emotional communication with students, help them build confidence and improve their learning ability. Never underestimate them. For example, students are found to be absent-minded, suggesting reminders with their eyes; Encourage and support students with their eyes when they are timid in answering questions; When students make mistakes, their eyes should be strict and sincere; When students make progress, they should change their eyes to praise and trust. Only by understanding and caring for students in an equal and democratic way can students respect their teachers from the heart and enjoy learning mathematics from them. It is the so-called "trust in its teacher." Teachers and students are not only teachers and students, but also friends. What can a student tell the teacher to make him study harder and make progress bravely because of his trust in the teacher? In addition, it is also important to guide students to help each other with their studies and encourage each other.
Finally, we should always reflect on teaching, what problems exist in classroom teaching, what puzzles students have in learning, and so on. Teaching reflection can stimulate teachers' teaching wisdom, explore new expressions of teaching materials, build an interactive mechanism between teachers and students and create new learning methods for students.
In short, the concept of mathematics teaching in secondary vocational schools must be changed, from knowledge-based to ability-based and application-based, "ability-based". Only when students see that mathematics can be applied to majors and practice can they gain the motivation to learn and improve their mathematics literacy. Therefore, the reform of mathematics education in secondary vocational schools is imperative and has a long way to go. We teachers should be at the forefront of the reform, face up to the objective reality of mathematics teaching in secondary vocational schools, carry out the reform with a sublation attitude, combine the characteristics of the majors we teach, guide and cultivate them carefully in actual teaching, and our sweat will certainly be rewarded.