Keywords: Mathematics teaching level of higher vocational students
Vocational education is an important part of current education, shouldering the heavy responsibility of training qualified skilled workers for the society. However, because vocational education is still in the development stage in China, influenced by traditional concepts and educational ideas, there are always some unsatisfactory places in vocational education. The following are reflections on the present situation of mathematics teaching in vocational education and some views on improving the level of mathematics teaching in vocational education.
First, the analysis of the current situation of vocational high school students' mathematics learning
1. The learning purpose is not clear, the learning attitude is not serious, there is no interest in learning mathematics, the will is weak, and the requirements for academic performance are not high. Compared with junior high school, vocational high school mathematics is more difficult. Many students have poor adaptability and fragile learning mood. Once they encounter difficulties and setbacks, they will shrink back and even lose confidence.
2. Weak basic knowledge, manifested in vague concepts, unclear formulas, theorems and properties, let alone understanding. All knowledge points are isolated from each other and are in a state of incomprehension. I despise the study and training of basic knowledge, skills and methods, have no good habit of examining questions, have poor expression and calculation skills, and basically have no mathematical thinking mode.
3. Improper learning methods, many students don't pay attention to lectures in class, don't think actively, do their homework carelessly, copy and scribble, solve problems inaccurately, have incomplete steps, ignore questions they don't understand, learn passively, don't preview before class, and can't consolidate, review and find the connection between knowledge in time after class.
4. Poor learning ability, slow thinking, lack of association, unable to grasp the essence and key points of the problem, difficult to develop thinking, let alone association, often confused and at a loss in front of the problem. He can only memorize and imitate mechanically, learn and use knowledge flexibly, but he can't use it flexibly. He often only pays attention to the conclusion of the problem and ignores the formation process of the problem.
Second, vocational high school students' differences in mathematics learning
1. The quality of students in vocational schools is low. With the continuous expansion of university enrollment, students with good academic performance have rushed to ordinary high schools. However, most students who enter vocational high schools are at a low level of intelligence and poor study habits, which determines that the group quality of vocational high school students is lower than that of ordinary schools.
2. Vocational schools have low educational goals, mainly focusing on training basic employees suitable for different industries for the society. It requires vocational school graduates to have general and repetitive business operation skills, emphasizing practical technical training while ignoring the training of basic cultural knowledge.
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3. Mathematics teaching itself is not attractive to students. Mathematics is an abstract theoretical discipline. Teachers often talk a lot in teaching, students are in a state of passive acceptance, lacking the consciousness of active participation and active thinking, which makes students with poor foundation more insecure and give up the belief of continuing to learn mathematics.
4. Most vocational high school students are not demanding, do not make progress, lack correct outlook on life and values, and just want to learn some basic skills and take part in employment as soon as possible. In addition, the learning atmosphere in vocational schools is not strong enough, and students' cultural achievements are not taken seriously, which affects their learning enthusiasm.
Thirdly, according to the differences, the strategies should be adopted in mathematics teaching.
1. Create a harmonious classroom atmosphere and stimulate students' interest in learning mathematics. Make full use of the examples of "thinking, reading, trying and watching" in the textbook, set suspense, stimulate students' strong thirst for knowledge and arouse their initiative and enthusiasm. Some examples seem to have nothing to do with the teaching content of this course, but they can actually stimulate students' thinking quickly. There are many novel, vivid and interesting examples and many wonderful and interesting narratives in the textbook, so teachers should explain them vividly and interestingly. In addition, it is necessary to further stimulate students' interest in learning mathematics in combination with real life. Mathematician Hua said: "The universe is big, the particles are small, the speed of rockets, the ingenuity of Chinese workers, the change of the earth, the mystery of biology, the complexity of daily use, and mathematics is everywhere." This is a wonderful description of mathematics and life. In classroom teaching, teachers should not only observe the learning mood of the whole class at any time, but also pay special attention to the learning mood of poor students, who are often absent-minded and inattentive in class. At this time, teachers should properly use artistic teaching language, activate the classroom atmosphere, and guide each student to enter a positive thinking state. Teachers can also use a math problem or math game to try to get all students to participate in the teaching, and then continue to lecture, so as to achieve the teaching purpose. At the same time, teachers should study hard and study education.
2. Help students build confidence in learning math well. Judging from the current enrollment situation, some students in secondary vocational schools are lagging behind, especially in mathematics. Therefore, they will hate and avoid mathematics intentionally or unintentionally, and at the same time, some students will hate their incompetence, have inferiority complex, lower their self-requirements, and lack the courage and confidence to learn mathematics well. Therefore, how to establish students' learning confidence is a link that can't be ignored by mathematics teachers in secondary vocational schools in the usual classroom teaching process. Teachers can lower the requirements first, start with simplicity, and design the gradient and difficulty of math problems according to the foundation of different students. For example, it is best to design more variant questions that students are interested in, so that students can feel the joy of success and feel "I can do it".
3. Strengthen students' awareness of autonomous learning. First of all, train students' reading and analysis ability, carefully analyze every sentence and word in mathematics, and don't be so-so. Because every word, every symbol and every number in mathematics is very important. Every expression has a different meaning, so students should pay special attention to cultivating the habit of self-confidence. Like Chinese, learning mathematics is divided into subject and predicate. We should preview some important concepts before class. In class, we will guide and analyze to clarify the facts, followed by case analysis to consolidate and draw conclusions. Secondly, cultivate students' innovative thinking. When encountering problems, we can apply what we have learned in the past to the solvable reality, apply knowledge flexibly, analyze knowledge skillfully, and promote the by going up one flight of stairs of mathematical knowledge. Secondary vocational school students have strong innovative thinking, which requires students to draw inferences from others. Mathematics itself is a chain, which is the development trend from simple to complex, so students are required to integrate theory with practice.
4. Teach students to organize knowledge points. On the premise of reading and innovative thinking, students should learn to analyze and solve problems independently, thus enhancing their ability. Organize and update the absorbed knowledge system in an orderly manner, and consolidate and store the application-related knowledge. So we have a summary after giving each chapter, which is to sort out the main points of knowledge. Through sorting, the purpose of review is achieved, so that students can receive good results and further consolidate and strengthen.
In short, as students in vocational schools, they will step into the society in the future, and the way to acquire knowledge is more dependent on self-study. Mathematics teachers must actively create teaching conditions and strive to cultivate students' subjective consciousness. Let students use their existing life experience to explore and discover in person, so as to solve problems. This not only cultivates students' autonomous learning and innovation ability, but also learns some practical mathematics knowledge in society, and truly becomes the master of learning, thus improving the status of mathematics teaching in students' minds.