First of all, we should establish students' confidence in learning mathematics.
Under the existing enrollment system, most students with high scores are admitted to ordinary high schools, while those who enroll in vocational high schools are basically behind, especially in mathematics. Higher vocational students think that the main reason for being screened out is mathematics, so they will intentionally or unintentionally hate and avoid mathematics. In this way, the group composed of foundations and ideas lacks the motivation and enthusiasm for learning, let alone learning. You chase after me and help each other, which leads to low learning efficiency. This situation is particularly prominent among girls and has become a common problem in mathematics teaching in vocational high schools. At the same time, some students hate their incompetence, feel inferior, lower their self-requirements, and lack the courage and confidence to learn math well. Therefore, how to establish students' learning confidence is a link that cannot be ignored by math teachers in vocational high schools in the usual classroom teaching process. Math teachers can lower their 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". Even if it is a little progress, teachers should seize the opportunity to encourage students' achievements and progress in time, so as to establish students' learning confidence and convince them that through their own efforts, they will certainly gain something. Establishing students' confidence in learning mathematics is not achieved overnight. It is a step-by-step process, which requires the careful observation and guidance of math teachers, using teaching methods suitable for vocational high school students in lesson preparation and clinical teaching, and constantly trying and summing up experience.
Second, it reflects the main position of vocational high school students in learning mathematics.
It has become a well-known fact that vocational high school students have poor mathematical foundation. Some teachers speak from beginning to end even if students don't understand, and sometimes even delay classes. Although the teaching task has been completed, I don't know if the students really understand and master it. A teacher said, "Because vocational high school students have a poor mathematical foundation, they dare not let them discuss it in class. Even if they are allowed to discuss and think independently, there will be no result. In the end, my teaching task in this class can't be completed. " Obviously, teachers are concerned about whether they can complete the classroom teaching tasks, ignoring the students' dominant position and teaching effect in the classroom. I have also heard some math teachers in higher vocational colleges complain: "In class, students seem to understand and master, but after class, they will still make mistakes, and some won't even do it.
"This shows that students don't really understand mathematics knowledge and form their own way of thinking. Only by the teacher's "indoctrination" in the usual class, students' initiative in learning mathematics is poor. Perhaps these students have had such a passive situation in junior high school. Over time, they are lazy to learn mathematics, and their brain thinking is not fully developed. Therefore, our math teacher should teach students mathematical thinking methods, rather than let students imitate them mechanically, otherwise vocational high school students will not do it if they change the questions a little. In the usual teaching, it is necessary for teachers to guide them properly, but it is even more necessary to leave enough time for students to think and complete some problems by themselves. Even a little is more effective than "accepting without thinking" Only through observation, thinking and discussion can students participate in the whole process of knowledge formation and development, refine mathematical ideas, form mathematical methods, stimulate the subjective initiative of learning mathematics, and truly reflect students' subjective status.
In view of this situation, the teaching and research group of our school tried the problem-based teaching method. The teacher designed several questions before class. The design of questions closely revolves around the difficulties and knowledge points that students should master in this class, so that students can study with questions, discuss in groups, try to solve problems, and finally analyze them by teachers, so that teachers and students can solve problems in class together. Through after-class investigation, students are generally interested in this teaching method, and they also feel that they are the main body of learning, which has enhanced their initiative in learning and received good results.
Third, create a harmonious relationship between teachers and students and change teachers' teaching mentality.
Although the teaching level of teachers is important, the relationship between teachers and students can not be ignored. Some junior high schools pay attention to the enrollment rate, take care of "good students" and ignore "poor students", which leads to the alienation of the relationship between teachers and students, leaving some "poor students" with indelible psychological shadow, inferiority complex and poor learning consciousness after entering vocational high schools. Some of them just want to muddle through high school for three years. At this time, besides the head teacher, as our math teacher, we can't stand by and watch. We should not only teach, but also educate people. When students encounter learning difficulties, we should communicate with them more, encourage them more, help them find the reasons and methods, learn to be students' bosom friends, and create a harmonious relationship between teachers and students. As an adolescent high school student, he will naturally understand the teacher's intention and be guided by the teacher in learning mathematics. Whether in class or after class, they will become very active and even take the initiative to discuss problems with teachers. Good teacher-student relationship can better promote the teaching effect, because most students pay more attention to the lessons taught by their favorite teachers.
At the same time, our teachers should not have bad attitudes. It is understood that many math teachers complain that students in vocational high schools have poor entrance scores and even have not mastered the most basic math knowledge. They blame all the responsibilities on students' failure to learn math well in junior high school, their loss of confidence and patience in improving math level, and their existing "inferiority complex" psychology. Students choose to study in vocational high schools because of their poor foundation and low professional requirements for vocational high schools and schools. Therefore, as a math teacher in vocational high schools, we should face the reality bravely and stop complaining about our students. The foundation for students to come to junior high school is a foregone conclusion. In order to change students' mathematics situation, the only thing that needs to be changed first is teachers' teaching methods and strategies, so as to be students' tutors, thus affecting and changing students' learning attitudes and methods. Only in this way can students' math scores be improved step by step.
Fourth, cultivate students' self-study ability.
Self-study ability refers to the ability of learners to actively acquire, explore and apply knowledge, constantly increase their talents, and scientifically organize their own learning activities according to learning rules. Good self-study habits are the best teachers for students. As long as you can develop good study habits, you will study consciously. Reducing the blindness and dependence of classroom learning, increasing independence and enhancing the initiative of independent thinking will fully develop students' personality psychology.
Improving students' mathematics learning level is the result of the joint efforts of teachers and students. Teachers should renew their educational concepts, recreate the teaching materials in combination with students' cognitive laws and life experiences, and choose vivid and interesting mathematics materials closely related to students' real life, so as to provide students with sufficient space for mathematics activities and communication, truly return the creation to students, make students move and make the classroom full of vitality. Only in this way can students learn to study, develop and create more effectively. Students should develop good mathematics study habits, apply mathematics knowledge widely to solve practical problems in their major or life, and constantly improve their self-study ability.