Learning adaptability, also known as learning adaptability, is a stable ability characteristic that individuals show in the process of self-adjustment in order to obtain better learning effect and make their psychological activities and behaviors conform to the changes of learning environment and their own development requirements. The adaptation to learning is not innate, but gradually formed the day after tomorrow. In the process of education, learners' learning is hindered for a short time for some reasons. As long as these problems are not solved, they will not adapt to learning over time. At present, there are two kinds of students in ordinary high schools: one is the unified enrollment within the national plan, and the other is the unplanned choice of schools. With a large number of school-choosing students flocking to ordinary high schools, a large number of students who are not suitable for learning have emerged. If it is not corrected in time, it will inevitably lead to poor academic performance and bring difficulties to education. If we can overcome the inadaptability in daily mathematics teaching, we can improve the teaching quality in a large area. At present, the research on learning adaptability mainly focuses on the investigation of the current situation of learning adaptability of primary and secondary school students, and there is no systematic experimental study on learning adaptability education, nor is there an experimental study on effective integration into conventional subject teaching. Based on the existing research results at home and abroad, this study comprehensively adopts the research methods of literature analysis, interviews, questionnaires and educational experiments, and combines the characteristics of mathematics, and puts forward corresponding teaching strategies from four aspects: strengthening the connection between junior high school and senior high school, stimulating learning motivation, guiding learning methods and improving thinking methods. In the future, targeted mathematics learning guidance can be carried out in mathematics learning and life to improve the learning adaptability and academic performance of poor students. Because the domestic experimental research in this field is not sufficient, it is of great theoretical and practical significance to continuously increase the research and exploration on this subject. According to the results of this study, the following conclusions are drawn: (1) Educational intervention to cultivate learning adaptability in senior one mathematics teaching can significantly improve students' learning adaptability. The improvement in learning attitude, learning technology and physical and mental health is remarkable. (2) Educational intervention experiments to cultivate learning adaptability in senior one mathematics teaching can effectively improve students' mathematics academic performance. Mainly reflected in reducing the decline of poor middle school students and promoting the development of excellent middle school students.
Teaching Strategies for Improving Students' Learning Adaptability
Teaching strategies to improve students' learning adaptability mainly consider two aspects: first, how and to what extent to develop students' basic knowledge structure; The second is to meet the needs and personality differences of each student through flexible teaching.
1. Eliminate anxiety and stimulate motivation. First of all, let students know that the mathematics curriculum at the higher vocational level requires the principle of "necessity and sufficiency", unlike high school mathematics, which specializes in digging deep problems. No matter whether the foundation is good or bad, as long as you are willing to work hard, you can meet the basic requirements of all knowledge points, thus dispelling students' concerns and enhancing their self-confidence in learning. Secondly, stimulate learning motivation and change "I want to learn" into "I want to learn". The internal driving force of learning motivation comes from strong interest in learning, strong thirst for knowledge and self-reward factors. Highlight the connection between mathematics and daily life, science and technology in teaching, highlight professional application and stimulate students' interest; At the same time, express appreciation and encouragement to students' efforts and progress in time. Most students who enter higher vocational colleges have low academic performance in high school and have been neglected for a long time, which requires teachers' appreciation and sense of accomplishment.
2. Cultivate self-study ability and attach importance to the guidance of learning methods. 2 1 century, with the rapid increase of knowledge information and the shortening of knowledge aging period, it is impossible to transfer complex knowledge of various disciplines to students only through classroom teaching. As a basic mathematics teaching, we should pay attention to teaching learning methods and cultivate students' self-study ability. In order to make students adapt to the new learning environment as soon as possible, we should pay full attention to the teaching link of learning method guidance, and actively guide students to change their learning methods through daily teaching infiltration, special lectures and student seminars. Such as pre-class preparation method, classroom listening method, after-class review and consolidation of homework method, summary or induction method, selection of study reference books, systematic review method before examination, scientific control of self-study time, etc. At the same time, guide students to combine changing learning methods with changing thinking methods, so that students can master the learning methods suitable for higher vocational mathematics faster and better, and improve the learning effect.
3. Handle the connection and transition between middle school mathematics and advanced mathematics. The transition of mathematical knowledge from primary to advanced has a strong consistency, which reflects the rigor of mathematical knowledge. "Review the past and learn the new", by introducing the inherent knowledge into the new curriculum, it is convenient for students to understand the new knowledge as a whole and master the mathematical knowledge and methods. For some knowledge points related to high school knowledge, you can take time to supplement them for students, so that students feel that there are rules to follow and that they are effective. For example, when explaining infinite series, you can use the infinite series that you have learned in high school; When explaining the judgment of function monotonicity, we might as well review the definition of monotonicity in middle school knowledge and point out its shortcomings, and then deduce the judgment method of function monotonicity in higher mathematics.
4. Improve mathematics quality and cultivate mathematics ability. In mathematics teaching, only by constantly improving students' mathematical quality and cultivating students' mathematical ability can we fundamentally realize the adaptive changes in learning. According to different types of knowledge, we should pay attention to cultivating students' abilities in all aspects and abstract thinking ability through conceptual content; Pay attention to cultivating students' logical reasoning ability through theoretical theorems, rules and basic formulas; Focus on cultivating students' computing ability through methodological content; Focus on cultivating students' spatial imagination ability through the content with strong spatial concept.
5. Implement hierarchical teaching. According to the fact that students' mathematics foundation is quite different, on the basis of unifying basic teaching content and basic teaching requirements, multi-objective classroom teaching design route is adopted to implement hierarchical progressive teaching. In teaching, synchronous teaching, goal stratification, practice stratification, homework stratification and assessment stratification are implemented. The setting of questions, the explanation of examples and the selection of exercises all match the teaching objectives at all levels. For example, in the teaching of the concept of derivative, three levels of teaching objectives are established on the basis of asking the whole class to understand the concept of derivative. The objectives of the first-level teaching are: to understand the method of derivative of definition and master the derivative formula of basic elementary functions derived from definition; The second-level teaching goal: to understand the essence of derivative and the model of change rate, and to master the three steps of finding derivative by definition; Three-level teaching objectives: master the essence of derivative, discuss the model of change rate with derivative, and discuss the derivative of piecewise function at piecewise point. At the same time, students with poor foundation should be given more guidance in teaching and learning methods, so that they can adapt to the new learning environment as soon as possible.
Several problems worth thinking about
Doing a good job in the adaptive teaching of mathematics in higher vocational colleges is a systematic project, not a problem that can be completely solved by several measures and teachers. In the process of exploring adaptive teaching, there are two aspects worth considering: one is the construction of teaching materials. At present, most of the mathematics textbooks used in higher vocational colleges are deleted on the basis of university textbooks, and the original subject theory system is still retained, which fails to highlight the characteristics of higher vocational education. Mathematics textbooks in higher vocational colleges can't keep up with the pace of educational reform to some extent. Second, the quality of teachers. Education is an activity to cultivate people. Nowadays, quality education is strongly advocated, and education calls for high-quality teachers. Teachers' knowledge structure and flexible and innovative teaching methods are the necessary conditions for students to accept higher mathematics content more easily.