Faced with this situation, what road should secondary vocational mathematics teachers take?
First, the status quo and problems of mathematics teaching in secondary vocational schools
1, students have poor mathematical foundation.
With the fundamental changes in China's educational structure, the enrollment scale of higher education and senior high school education has expanded year by year, and the educational needs of the people have been met. At present, the students of secondary vocational education, which is caught between higher education and high school education, almost all come from junior high school students, and most of them choose to study in secondary vocational schools because they have no hope of entering high school. They generally have the problem of low level of basic knowledge of culture, especially in mathematics. A considerable number of students' scores in cultural subjects add up to less than 10%. These students with "congenital deficiency" in basic cultural knowledge generally have the idea that studying in secondary vocational schools is to "mix diplomas" in order to find jobs. Their dislike of math classes ranges from unintelligible to uninteresting, and they have a headache when it comes to math classes.
2. The scale of "adequacy"
With the adjustment of the training goal of secondary vocational schools from "medium-skilled talents" to "high-quality workers", mathematics, as a cultural basic course, emphasizes the principle of "enough to measure". However, it is not easy to grasp the scale of "enough" in mathematics curriculum.
In the course implementation, mathematical knowledge has a strong consistency, and understanding a formula and a conclusion often requires a lot of preparatory knowledge as the basis. The scale of "enough" naturally becomes blurred. In fact, the study of mathematics courses also serves to cultivate logical thinking ability, analyze and solve problems, and it is even more difficult to grasp enough scale on this issue.
3. Employment orientation pays attention to labor skills, and the direct application of mathematical knowledge is less.
The fundamental task of secondary vocational education is to cultivate high-quality workers and junior and intermediate professionals for economic construction and social development. Under this concept, professional ability is the standard, and professional practice should be the main line in the training process.
The survey shows that the society and the market often pay attention to the professional labor skills, social adaptability, future development potential and physical fitness of vocational school students. As for the theoretical level, I understand it.
4. Restore the "2+ 1" school-running mode after class.
Under the guidance of the employment-oriented ideology, all secondary vocational schools actively promote the "2+ 1" model on the basis of the "2.5+0.5" model, that is, they study theoretical knowledge and professional skills in school for two years and go to enterprises for production practice in the third year.
During the two years in school, the proportion of professional training and vocational qualification certification training is also increasing; In addition to traditional Chinese, mathematics, English, politics and physical education, professional ethics and employment guidance, public relations and etiquette are also compulsory courses in basic cultural courses. For math classes, it is already difficult to guarantee.
Second, the implementation of secondary vocational mathematics education countermeasures
1, reflect on the position and role of mathematics in secondary vocational schools.
Mathematics in secondary vocational schools is different from mathematics, and it is no longer necessary to have a strong systematic and in-depth understanding and further study of mathematics. It has a strong tool, which is suitable for the curriculum needs of a certain major and the most basic needs of the corresponding occupation. Therefore, as the mission of mathematics in secondary vocational schools, it is bound to serve the professional courses and professional posts of the corresponding majors, and teaching should have a sense of service, which is the so-called "career orientation".
The focus of secondary vocational mathematics is undoubtedly the study and cultivation of students' professional skills. Who will teach math? The reality is that the teachers who teach mathematics are usually full-time mathematics teachers who graduated from early mathematics majors, and they are obviously unfamiliar with specialized courses, so it is difficult to grasp the application and teaching rules of mathematical knowledge in specialized courses and professional skills training; On the other hand, the teachers of specialized courses are not familiar with the teaching rules of mathematics, but only know what mathematical knowledge to apply. This situation will not change easily for some time. After all, due to the adjustment of the ratio of cultural basic courses to professional courses, there are plenty of math teachers, and professional teachers are often lacking.
Therefore, this situation should be fully considered in the construction of teaching staff, and existing teachers can adapt to the needs of teaching through study and further study. When conditions are ripe, we can also consider integrating mathematics courses with professional courses.
2. Thinking about the course content selection
Based on the idea that mathematics courses serve specialized courses, there are several attempts in the teaching mode: ① dividing mathematics contents according to the needs of specialized courses and integrating them into specialized courses to be taught by professional teachers, so that students' interest in learning mathematics is enhanced and the effect is completely different, but this method is difficult and requires high professional teachers; (2) Thoroughly break up the mathematics curriculum system, let mathematics teaching revolve around specialized courses, and take whatever the specialized courses need, but this way makes it difficult for mathematics teachers to adapt and complain; (3) Strengthen the connection between disciplines, so that mathematics courses can meet the needs of various professional courses in this major. Among them, the third mode is easier to operate. On the basis of full discussion between math teachers and professional teachers, the specific application of each knowledge point is clarified, and the math content is sorted out and "self-contained" according to the requirements of mathematics.
3. Thinking about teaching objectives.
Because of the complicated teaching situation in secondary vocational schools (different majors, different school conditions and different market demands, etc.). ), teaching requirements can not be across the board. At the beginning of the school year, the teaching department of the school should make teaching plans for all majors and classes according to the market demand and the actual requirements of students, and make clear the teaching requirements of all classes and students. According to the specific situation of students, we can consider measures such as hierarchical teaching and specialized teaching to implement different teaching objectives.
① Hierarchical teaching. Through a certain form of test (preferably an indirect test that can reflect the level of mathematics), it will be divided into two classes, A and B. Class A starts with the basic knowledge of junior high school and has a relatively high teaching goal. For students with poor foundation, Class B is more about reviewing the knowledge points of junior high school in the teaching of Class B, but the methods must be professional, such as reviewing the area formula of the circle for mechanical and electrical majors, and taking a mechanical part as an explanation. Whether it is Class A or Class B, the teaching requirements should basically meet the needs of specialized courses-"enough is enough", but for Class B, more content is only to give formulas or algorithms, and no attention is paid to the connection and reasoning of knowledge.
(2) Classify the scale of teaching objectives according to the specialty. Similar majors are classified into one category, so as to achieve "bottled water with stones in the basket". For example, in our school, we can put three majors of computer and application, network and information in one plate, and four majors of mold, numerical control, electromechanical and auto repair in another plate, and so on.
(3) Due to the limitation of math class hours, part of the content can be put before the practice. This part of the content is not urgently needed in professional courses, but it is necessary in the future. In teaching, students can learn by themselves by introducing and guiding them, as long as they know what knowledge they have, where to use it and how to learn it.
4. Improve teaching methods and means.
Judging from knowledge alone, mathematics is very boring. If the traditional teaching method of "a piece of chalk, a blackboard, a book and a mouth" is still adopted, it will be difficult for teachers to speak and students to learn. Actually, math is quite interesting. If teachers stimulate students' learning motivation by exploring, introduce learning content with examples as a model as much as possible, enhance the application of mathematics in situations, and use more modern multimedia teaching methods to improve students' learning interest, the teaching effect is self-evident. Therefore, teachers should combine the life experience of local, local and professional students as much as possible to make vivid and interesting teaching plans suitable for learning content. At the same time, use multimedia teaching and physics teaching to improve students' interest and attention. In the teaching of solid geometry, it is very important to make full use of polyhedron and rotation model. Therefore, teachers should actively look for mathematics problems related to their majors and use the background of practical problems related to their majors as the background of mathematics teaching. This requires us to keep in touch with the problems in professional disciplines, understand the professional knowledge needed in professional skills, and be familiar with the mathematical knowledge applied in professional problem solving. This form has changed the dullness of traditional mathematics teaching and is conducive to stimulating students' interest in learning. At the same time, it also greatly improves students' ability to apply mathematical knowledge and temper their ability to solve practical problems. In short, vocational schools actively reform the teaching of cultural courses from the perspective of serving professional teaching, which is a teaching reform problem worthy of discussion by math teachers.
5. Establish a multi-gradient evaluation system.
In mathematics teaching in secondary vocational schools, it is essential to evaluate students. If the assessment method is reasonable, it will help teaching and learning learn from each other. In particular, the assessment method should not be single, nor should it only evaluate students' achievements, because students' comprehensive quality is the result of long-term subtle accumulation and cannot be simply quantified. In the evaluation and examination, there should be multiple gradients and standards, each major has different evaluation objectives, each grade has different emphasis, and the same class should have different level requirements.
In short, the concept of mathematics teaching in secondary vocational schools must be changed, from knowledge-based to ability-based and application-based, "ability-based". Only when students see that mathematics can be applied to majors and practice can they gain the motivation to learn and improve their mathematics literacy. Therefore, the reform of mathematics education in secondary vocational schools is imperative and has a long way to go. We teachers should be at the forefront of the reform, face up to the objective reality of mathematics teaching in secondary vocational schools, carry out the reform with a sublation attitude, combine the characteristics of the majors we teach, guide and cultivate them carefully in actual teaching, and our sweat will certainly be rewarded. In order to break the embarrassing situation of mathematics teaching in secondary vocational schools, we need the joint efforts of all parties, abandon the idea of quick success and instant benefit, speed up the pace of teaching reform, and let mathematics really play its due role in secondary vocational education.