With the adjustment of educational structure and the expansion of college enrollment, students who scored in the second half of the senior high school entrance examination are the main components of secondary vocational school students. Because these students have not been paid attention to by teachers for a long time, they have formed certain psychological obstacles and become poor students in study, morality and behavior. It is natural that they have a weak foundation in mathematics. At present, the whole society is vigorously advocating the development of vocational education and actively carrying out mathematics curriculum reform in secondary vocational schools. Therefore, mathematics teaching in secondary vocational schools must face all students, pay attention to individual differences, establish students' self-confidence and stimulate students' internal motivation, so as to improve the quality of mathematics education in secondary vocational schools as a whole.
Paper Keywords secondary vocational schools; Mathematics; Education; Countermeasures
Students in secondary vocational schools have a relatively low starting point, weak cultural foundation and serious polarization. However, mathematics is abstract and logical, which makes many students afraid of mathematics, timid to stop, and even lose confidence in learning and give up on themselves. However, mathematics is an important basic course. Teaching quality directly affects the learning process of specialized courses and other disciplines, and also affects the future development of students. As a math teacher in secondary vocational schools, we should carefully analyze students' learning situation.
1 learning status
1. 1 The purpose of study is not clear, the attitude of study is not serious, students lack interest in learning mathematics, their will is weak, and their requirements for academic performance are not high. Compared with junior high school, mathematics in secondary vocational schools is more difficult. Many students have poor adaptability and fragile learning emotions. Once they encounter difficulties and setbacks, they will shrink back and even lose confidence.
1.2 Basic knowledge is weak. It is manifested in vague concepts, unclear formulas, theorems and properties, let alone understanding. Each knowledge point is isolated from each other and is in a state of incomprehension. Ignore 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 grasp of mathematical thinking methods.
1-3 improper learning methods. Many students don't pay attention in class, don't think actively, do their homework carelessly, plagiarize, scribble, solve problems inaccurately, have incomplete steps, turn a blind eye to problems 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.
1.4 Poor learning ability, slow thinking and lack of association. If we can't grasp the essence and crux of the problem, it will be difficult to develop our thinking. Not to mention association, we are often at a loss in front of problems. He only knows rote memorization, mechanical imitation, eating knowledge alive, and can't use it flexibly. He often only pays attention to the conclusion of the problem and ignores the formation process of the problem.
2 find the reason
2. 1 The learning objectives are not clear enough. Many students lack confidence in entering vocational schools. There are even no short-term, medium-term and long-term learning goals, so the attitude towards learning is not serious enough, just want to muddle along, or even muddle along.
2.2 The level of learning motivation is not high. Many students have insufficient cognitive driving force for learning, are not interested in learning, have obvious practical tendency in learning, and are too eager for quick success and instant benefit in learning. They don't want to learn the basic culture class, and they think it's useless to learn it later, which is equivalent to wasting time. It is better not to learn.
2_3 Improper study methods and bad study habits. Many students didn't develop good study habits in junior high school, didn't know how to study more scientifically and effectively, and didn't master basic learning strategies. Because I can't learn, I can't learn well, and I don't want to learn from it. Finally, I am tired of learning and play truant.
2.4 The cognitive ability of learning is low. A considerable number of students lack the necessary consciousness to reflect on the learning process, learning activities and their own learning habits, do not know how to arrange learning time scientifically and reasonably, and do not know how to attribute learning success or failure reasonably.
2.5 Learning anxiety is widespread. Many students can't read and have to study. They keep secrets from their parents at home and deal with teachers at school. Do they have a kind of learning? If you keep cutting, is it still messy? I can't get rid of psychological pressure. It is manifested in the emotional fear when encountering abstract problems such as letters, symbols, formulas and formula derivation in mathematics, as well as the tension, fear and retreat of logarithm and its relationship situation. This is particularly prominent in the case of classroom questioning or exams, and high anxiety affects students' correct analysis and careful thinking of mathematical problems.
2.6 Mathematics teaching itself is not attractive to students. Mathematics is an abstract theoretical discipline. In teaching, teachers often talk too much, 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.
3 take countermeasures
3. 1 Correct students' learning attitude. A student with a positive attitude towards learning has a strong desire to learn. He always actively participates in various learning activities and studies consciously, so as to achieve higher learning efficiency. Through various activities, it is concluded that only a positive, active, independent and serious learning attitude can exist. Only in this way can we learn efficiently and deeply and master what we have learned.
3.2 Cultivate students' interest in mathematics. Interest is the motivation to promote students' learning. If students are interested in learning, they will form a thirst for knowledge and take the initiative to learn, thus improving learning efficiency. There are many ways to cultivate students' interest in mathematics learning, such as activating the classroom to make the mathematics classroom both serious and vivid.
We can use multi-angle and ingenious guidance to stimulate students' learning intention. For example: for introduction? Index? The concept of. You can design such an import:? The paper in my hand is 0.078 mm thick. Fold it in half for three times, and the thickness is less than1mm. If you fold it in half for 40 times, how many students will start to calculate and there will be a lot of discussion. At this time, the teacher can then announce that after calculation, the thickness will exceed the height of 10 Mount Everest! ? The students are surprised, even suspicious, and can't wait to know how to calculate. In this way, students' strong interest in mathematics is cultivated.
3-3 Cultivate students' study habits. Good habits benefit people all their lives, while bad habits delay them all their lives. Good study habits are the best behavior pattern to adapt to people's growth laws and learning laws, which can make people pay less and gain more. Bad study habits often violate the study rules. Seriously affect the learning effect. Therefore, cultivating well-trained study habits is a reliable way to optimize the learning effect.
3.4 Pay attention to the mathematical process rather than the mathematical conclusion. Because the training goal of secondary vocational schools is mainly to directly engage in the applied talents needed by a certain major and type of work, and its characteristic is to directly face the society, rather than colleges and universities, many teachers do not agree with the theoretical part of mathematics in teaching and arbitrarily delete it. As a result, students can't see the background of mathematical problems in the learning process, and the idea of exploring and solving problems is rejected. Kind? The result of this development is that students are not clear about the ins and outs of definitions, formulas, theorems and rules, and their knowledge understanding is not thorough enough to understand mathematical problems in essence. It is difficult to form a correct mathematical concept and deeply understand the conclusion.
3.5 Create a relaxed classroom and exam atmosphere to eliminate students' high anxiety in mathematics learning. On the one hand, don't pay too much attention to the results of math exams, which will make students' math anxiety more serious, thus further affecting their math learning. So in order to protect students' grades? Privacy? . If you want to motivate students. It is best not to announce it, and talk individually: students with good grades can be encouraged individually, and students with poor grades can talk individually and analyze the reasons. Secondly, we should try our best to avoid the difficulty of the examination questions. The low scores of most students will affect their enthusiasm for learning mathematics, and of course the opposite is not appropriate. It is necessary to control the difficulty of test questions, ensure the reasonable distribution of scores, and give full play to the incentive role. On the other hand, teachers should exert moderate pressure on students to learn mathematics, not only emphasizing the benefits of students learning mathematics well, but also urging students to learn mathematics through various pressures. Because students want to learn math well too much, their anxiety will exceed the best level, which will affect their learning of math knowledge. Therefore, in order to encourage students to have greater learning motivation, the pressure must be moderate.