All teaching activities, measures and methods should be carried out around students. In the teaching activities of mathematics in secondary vocational schools, if students are not considered, it will often be counterproductive. Teachers teach hard, but students don't understand, resulting in a vicious circle, forming a situation in which teachers are difficult to teach and students are difficult to learn until they don't learn. In order to change this situation, we must establish a "people-oriented" educational concept, reasonably arrange the teaching content according to the actual situation of students and the training objectives of secondary vocational education, so that they can master the necessary mathematical knowledge, have basic mathematical literacy, and have certain innovative spirit and practical ability. In order to give full play to the function of mathematics education in secondary vocational schools, it is necessary to break the traditional textbook structure and adopt "basic teaching module+professional teaching module" for teaching, in which the content of "basic teaching module" covers the mathematics knowledge and skills that all majors in secondary vocational schools must master, so that students can obtain necessary and sufficient "basic knowledge of mathematics", that is, the most basic and basic knowledge of mathematics science. "Professional teaching module" is selected according to different majors, and the content is set according to the needs of majors, highlighting pertinence and practicality. In addition, an "expansion module" is added for a few students who have spare capacity for learning, have certain mathematical potential or are interested in mathematics, mainly in the form of second class, students' self-study and teachers' guidance. In this way, most students can meet the basic requirements of mathematics education in secondary vocational schools, master the necessary and sufficient "basic knowledge of mathematics", as well as the basic knowledge and skills needed for studying professional courses, have basic mathematics literacy and certain innovative spirit and practical ability, and meet the needs of a few students for further learning mathematics.
Secondly, improving the non-intelligence factors of vocational school students is a necessary condition to improve the effectiveness of teaching.
Students' interest, motivation, emotion, will and other non-intellectual factors directly affect mathematics learning. Practice shows that non-intelligence factors are important factors that affect students' mathematics learning in vocational middle schools. Therefore, improving students' non-intelligence factors is a necessary condition to improve the effectiveness of mathematics teaching in vocational middle schools.
1. Help students rebuild their confidence in mathematics learning with care and expectation.
Bennis, a famous American educator, summed up the value of teachers' expectations in one sentence: "As long as teachers have great expectations for students, this alone is enough to improve students' intelligence by 25 points. "Teachers' attitudes and behaviors will directly affect students' attitudes and behaviors towards mathematics. Therefore, teachers should establish expectations for each student, believe that each student can learn mathematics well, consider the original level of students, put forward appropriate requirements on this basis, and convey this positive expectation to them through appropriate channels. This is especially important for students in vocational middle schools. For various reasons, most students are often "ignored" or even "abandoned" by teachers in junior high school. Many students lose interest and confidence in mathematics learning, and even give up on themselves. Many students who have made progress in mathematics learning in vocational middle schools think: "Teachers' expectations keep them from continuing to give up mathematics learning", "In the past, teachers simply ignored us poor students, and here teachers value us so much that we have confidence in learning mathematics again". When they encounter difficulties in mathematics learning, teachers should help them analyze the reasons and seek countermeasures to solve the problems; When they make progress, teachers should give timely and appropriate evaluation and encouragement, so that they can truly feel the care and expectation of teachers and enhance their confidence in learning mathematics well.
It is an objective fact that students in vocational schools have poor mathematical foundation. When evaluating students' academic achievements, teachers should not only seek truth from facts, but also adopt high standards to measure them. Without standards, teachers should blindly accommodate them. Instead, they should establish a scientific and encouraging evaluation method. Let students determine a practical goal according to their own actual situation, and teachers should strengthen supervision and guidance in their usual teaching, so that students can have a goal at their fingertips, learn without blindness, and have a chance of success based on the goal that can be achieved as long as they work hard, thus stimulating students' interest and confidence in further learning.
2. Cultivate students' will to learn mathematics.
Inspired by motivation and emotion, students should overcome all kinds of difficulties and actively adjust their learning behavior after participating in mathematics learning, so as to achieve the predetermined learning goals. For vocational school students with poor math foundation, they can't learn math well without high consciousness, firm belief and perseverance. Many vocational school students are weak in learning will, unable to overcome internal and external difficulties and interference, and lack perseverance and perseverance. Therefore, teachers should pay attention to cultivating students' good will quality, improving students' consciousness of learning mathematics, and enhancing their consciousness and ability to overcome all kinds of difficulties and interference. (1) Cultivate the consciousness of mathematics learning.
Let students know the value of mathematics and make clear the purpose and value of learning mathematics. As far as mathematics in vocational middle schools is concerned, it is the tool and foundation for learning other courses, and it is also the basis for learning professional courses well, which just embodies that "mathematics is an effective assistant and tool for all sciences". Students can be introduced to the great role of mathematics. "The universe is big, the particles are small, the rocket speed is fast, and it is chemical."
The cleverness of work, the change of the earth, the mystery of biology and the complexity of daily use require mathematics everywhere. "Connecting with practice in teaching can make students realize that mathematics is useful, not just some abstract symbols and meaningless numbers; Let students realize that today's study is for tomorrow's further study and employment, and create the needs of mathematics learning from the heart, so as to improve their learning consciousness. (2) Cultivate the tenacity of mathematics learning.
There will be many difficulties in mathematics learning, especially for vocational school students with poor foundation. Without the confidence and courage to overcome difficulties and the tenacious will to work hard and persevere, it is impossible to succeed. The power of example is infinite. Teachers can inspire students with stories of famous people. Lincoln, for example, dropped out of school in his early years and eventually became one of the most respected presidents in American history with his will to make progress. Madame Curie is not afraid of difficulties. After repeated experiments, she finally discovered radium, which reflected her firm belief and perseverance. When students encounter difficulties in mathematics learning, teachers should help them analyze the reasons and solve the problems in time, encourage them to establish confidence and courage to overcome difficulties, and cultivate perseverance and tenacious will.
Thirdly, teaching strategies and measures suitable for vocational middle school students are the key to improve teaching effect.
1. Improve classroom teaching and promote students' participation in mathematics teaching. (1) Adopt flexible and diverse teaching methods.
Classroom teaching should embody the principle of "teacher-oriented, student-centered" and arouse students' enthusiasm in learning mathematics. We can adopt appropriate teaching methods according to the teaching content and the actual situation of students, some of which focus on teachers' teaching and pay attention to the communication between teachers and students; Some focus on students' self-study, pay attention to teachers' inspiration and guidance, and pay attention to exchanges and cooperation between students. They can also use the way of "students ask questions and students answer" to make students feel the fun of learning mathematics in various teaching methods. Teachers should not only pay attention to the diversification of teaching methods, but also improve the feasibility of teaching methods according to the actual situation of students, so as to inspire students to understand the mathematical ideas and methods contained in mathematical knowledge in a natural way and let students participate in teaching activities under the condition of "listening carefully and understanding". In view of students' poor mathematical foundation, the usual unit testing can be in the form of open-book examination, and students can read books, complete them independently or cooperate with several students. This relaxed and happy atmosphere can eliminate students' nervousness about mathematics learning, restrain the bad psychological factors in learning and promote students' mathematics learning. Even if students can solve a problem independently or cooperatively, it will have a positive impact on students' mathematics learning. (2) Carefully design the teaching process.
Whether teachers can give full play to the leading role of classroom teaching and mobilize students' learning enthusiasm and initiative to the greatest extent depends on teachers' careful design of the teaching process. If the introduction of a class is well designed, it can often arouse students' strong interest in exploring new knowledge and lay the foundation for the success of this class. For example, in the first class of learning the content of "permutation and combination", combined with the ongoing basketball game in the school, this question is put forward: according to the rules (such as using the single round robin system), how many games does a * * * have to play? After the question was raised, some students began to line up one by one. At this time, the teacher reported the answer and told them that after learning this chapter, we could easily solve the counting problem like this, which stimulated their interest in learning and laid the foundation for the success of this class.
Mathematics teaching should make students experience the process of "mathematization" and "re-creation". Teachers should carefully design a series of operational activities that can reflect the connotation of mathematics according to the teaching content and students' reality, and guide students to know, understand and construct mathematical knowledge in activities, rich situations and mutual exchanges. For example, in the teaching of "Cosine Theorem", a situation of "exploration and discovery" can be designed, so that students can "discover" Cosine Theorem through hands-on, experiments, guesses and proofs. For vocational school students with poor mathematics foundation, such activities can promote their participation in teaching more than simple reasoning proof, thus improving the teaching rate.
2. Respect students' differences and let students experience the fun of success.
The theory of successful education holds that once students succeed in their studies, they can have a pleasant emotional experience and promote their further study. Most vocational school students lack successful experience in mathematics learning, which directly affects their enthusiasm and initiative in learning mathematics. Therefore, after students have confidence in learning and interest in participating in learning, teachers should strive to create successful opportunities for students in teaching, so that they can have a positive learning mentality driven by successful experience. At the same time, students can see their own ability from success, further strengthen their learning motivation and enhance their learning confidence. (1) Grasp the teaching rhythm and gradually make up for the lack of knowledge.
In recent years, students in vocational middle schools are mainly losers in the senior high school entrance examination. Poor mathematics foundation and lack of knowledge are one of the main reasons for the difficulties in mathematics learning of most vocational middle school students. In teaching, teachers should proceed from the reality of students, "teach students in accordance with their aptitude", grasp the teaching rhythm according to the actual situation of students, slow down or appropriately reduce the difficulty of difficult content, and set up more ladder-like questions to slow down the difficulty of the questions and let students understand and master them. For vocational school students with poor math foundation, understanding a lesson, mastering a problem-solving method and even answering a simple question are all signs of success.
Making up for the lack of knowledge is the key to improve the teaching effect and eliminate students' bad learning mentality. In teaching, on the one hand, we should make up the old knowledge related to the new knowledge in time, for example, when talking about "quadratic function", we should start with function and linear function; Learn the solution of "one-dimensional quadratic inequality", first review the solution of one-dimensional linear inequality (group) and so on. On the other hand, try to make up for the lack of previous knowledge systematically.
(2) Pay attention to the "two ends" and drive the "middle".
In classroom teaching, teachers should start from the actual situation of most students, pay attention to the students at both ends, especially the middle and lower level students, and create opportunities for them to succeed in teaching, such as asking them some simple questions, allowing them to participate in activities within their power, allowing them to experience the joy of overcoming difficulties and achieving success, so as to experience success.