Keywords: vocational college; Mathematics; Underachievers; Transformation measures
China Library ClassificationNo.: G7 12 Document ID: A DocumentNo.:1002-7661(2012)17-059-01.
First, the causes of poor students in mathematics in higher vocational colleges
The poor students in mathematics mentioned by the author here mainly refer to those students who obviously lag behind other students in mathematics learning effect and achievement because of some objective reasons (environmental conditions, educators' teaching methods, etc.). ) or their own subjective reasons (such as cognitive ability, hobbies, intellectual learning intensity, etc.). ). To solve the problem of poor academic performance of these students, we must first find out the reasons for its formation, conduct realistic investigation and study, and do in-depth and meticulous transformation work.
1. The teaching content and teaching methods are improper. The teaching content is obviously different from that of high school, and it is much more difficult. The most important thing is that the teaching capacity is much larger than that of high school. Mathematical concepts are abstract, the reasoning requirements are rigorous, the knowledge is coherent, and the content is closely related to the content. It is difficult for ordinary students to accept knowledge. In addition, higher mathematics teaching in higher vocational colleges has many contents and few class hours, so teachers adopt spoon-feeding teaching methods. Although there are multimedia teaching methods, it is boring as far as mathematics is concerned. Therefore, students' learning is always in a passive state. In the long run, students will feel tired of learning. As a result, poor students appeared.
2. The change of students' identity. Students in vocational colleges, especially those who have just entered the school, are not adapted to the transformation from high school students to college students. They thought that after studying hard at the cold window for ten years, they could happily enter as the top scholar. I entered the university, played crazy and forgot my studies. Many students don't attach importance to specialized courses, let alone public courses in mathematics. So from the freshman year, mathematics began to fall behind. Therefore, underachievers in mathematics appeared. Different students have different knowledge bases and cognitive abilities. In addition, students in vocational colleges generally have poor math scores, so there are differences in their acceptance of math knowledge. Therefore, if teachers are caring and patient and give careful guidance from the perspective of caring, they can completely reverse the passive situation and improve their grades.
3. The internal reasons of poor students themselves. Students in vocational colleges usually think that they are learning professional knowledge. The quality of mathematics learning has no substantial effect on their own development. They have insufficient understanding of the significance and value of learning mathematics, so they lack obvious interest in mathematics and have no motivation to learn and master mathematics knowledge. At the same time, the current teaching method adopted by vocational colleges is a large-scale teaching method, so students need to adjust their learning methods in time when studying. However, many students often can't jump out of the past study habits quickly, fail to pay attention to the importance of understanding and self-study in the new study life, and realize that the turning point and change of thinking mode will inevitably lead to backwardness and backwardness in mathematics learning.
Second, vocational colleges poor students in mathematics transformation measures
1. Stimulate students' learning motivation and tap non-intellectual factors. For poor students, there are many factors that affect mathematics learning. From the perspective of learners themselves, there are both intellectual factors and non-intellectual factors such as motivation, interest, emotion and will. Among them, the influence of non-intelligence factors plays a key role that cannot be ignored. Correct and strong learning motivation can produce good learning effect, otherwise the effect will be very poor. Therefore, for the learning differences caused by non-intelligence factors, teachers should cultivate and explore their non-intelligence factors through relevant educational activities (such as the development of mathematical modeling activities and the excavation of mathematical beauty, etc.). ), and stimulate its internal motivation in inspiration and guidance, thus fundamentally promoting the improvement of learning effect.
2. Strive to improve the teaching environment and get rid of the obstacles in "mathematics learning". To promote the transformation of poor students, we should vigorously strengthen the improvement and construction of school teaching environment, just like building a soft social environment.
(1) Advocate a good teaching style and pay more attention to and care for "underachievers". Teachers' love for students will further urge students to respect teachers, and then establish a good relationship between teachers and students, so that students can have a good learning atmosphere in the good relationship between teachers and students. Through investigation, the author found that vocational college students attach great importance to teachers' attitude and evaluation of themselves. If what they experience is the teacher's attention, care and love, they will be very happy and full of confidence. If you feel that you have not attracted attention and neglect, you will have corresponding anxiety or dissatisfaction, and even confrontation under inferiority. Therefore, as a teacher, it is very important to care and cherish every student (especially the poor students).
(2) Renew the concept of education, praise and encourage more. Generally speaking, every student wants to be recognized and appreciated by the teacher, while poor students usually get less positive comments, so they want to be recognized and appreciated by the teacher. Therefore, teachers should establish the concept of "everyone has talent, everyone has talent", don't label poor students, attach great importance to their thoughts, fully respect their behaviors, try to find the bright spots in their studies, and give more encouragement and praise to their success.
3. Deepen teaching reform and improve teaching quality.
Implement hierarchical teaching and pay attention to teaching students in accordance with their aptitude. Different students have different knowledge bases and different abilities to accept knowledge. Therefore, we must pay attention to the principle of teaching students in accordance with their aptitude according to the basic requirements of quality education. In practice, we can put forward different teaching requirements for students at different levels by implementing hierarchical teaching, so that students at all levels can "eat well".
Improve teaching methods and means to improve teaching effect. With the development of society, traditional teaching methods and means can no longer meet the requirements of modern teaching, so we must make great efforts to reform. Use a variety of methods to mobilize students' eyes, ears, hands, brain and other sensory organs.
In a word, the reasons for the deviation of students' math scores are different, which should be analyzed in detail. "Teaching students in accordance with their aptitude and treating them differently" is an important educational principle. The problems caused by interest should be solved through education, so that students can understand the importance of mathematics in practice and the significance of learning; What is caused by learning methods and should be transformed by strengthening the guidance of learning methods? ..... Only in this way can the transformation of poor students be truly implemented and the goal of quality education be truly realized.
refer to
[1] Shen Yinghai. Psychological Obstacles in Mathematics Learning of Vocational High School Students and Countermeasures [J] Ningxia Education and Research, 2007 (04).
[2] Liu Bing's new method of mathematics classroom teaching in higher vocational colleges [J] Jilin Education, 20 10 02).