Keywords:: higher vocational education mathematics classroom problem-solving strategies
First, the definition of students' classroom problem behavior
Classroom problem behavior refers to students' problem behavior in class, such as disturbing other students, disturbing classroom order, and some inappropriate withdrawal, shyness, coping with reactions, etc.
Recently, external influences such as student crisis have made vocational colleges only lower their admission scores; This inevitably leads to the unsatisfactory learning quality of vocational high school students. As math teachers in vocational high schools, students' classroom problem behaviors often include the following two types: 1. Excessive behavior. For example, some students talk about topics unrelated to the classroom, some students do other homework, and some students habitually talk, play mobile phones and look in the mirror. 2. insufficient behavior. For example, some students are in a blank state of thinking, and some students do not participate in group discussions and do not implement teachers' reasonable activities. The above phenomenon not only seriously affects the normal teaching order, but also greatly reduces the learning efficiency of other professional courses.
Second, the attribution analysis of problem behavior in mathematics classroom
From the point of view of a vocational high school teacher, the reasons for the problem behavior of vocational high school students in mathematics classroom are mainly concentrated in the following four points:
(A) lack of confidence in their own abilities, resulting in inferiority complex
Vocational high school students are often despised by schools, families and society because of their achievements, which will lead to frustration and anxiety. After repeated setbacks, students will not only feel insecure about the classroom and teachers, but also have doubts about themselves. Students blame their failure on external factors such as learning itself, teachers or schools, complain about learning, and even refuse to learn.
(B) not interested in learning content, resulting in the learning effect is not obvious.
Because of the weak foundation of mathematics in middle school, it is difficult for students to understand the content of mathematics curriculum, and they lose interest in learning mathematics over time, which leads to incorrect learning attitude and not obvious learning effect.
(3) Inadaptability to the management and teaching methods of schools and teachers, leading to a decline in learning motivation.
The theory of mathematics curriculum in vocational high schools is strengthened, the content is relatively boring, and the teaching method is changed from teaching to learning, which is a great challenge for students. If teachers can't mobilize the classroom atmosphere in time, they will pay less attention to the individual students and ignore their needs for the learning process. Once the level of learning motivation is reduced, students will be negatively attributed to failure and give up their efforts.
(d) Disappointed with their employment and development.
Faced with the increasingly severe employment situation and fierce employment competition, vocational college students who are at a relative disadvantage are more or less anxious about their future employment and development because of the influence of age, knowledge, experience and society.
Third, strengthen the intervention strategy of problem behavior in mathematics classroom.
(A) gradually improve students' self-confidence
Although there is a big gap in the learning ability of higher vocational students, there is no significant difference in the intelligence level between higher vocational students and ordinary universities. Moreover, higher mathematics teaching should aim at application, consolidate students' knowledge base and provide services for the study of professional courses. In the classroom, as the leader of teaching, teachers can take care of all students through specific teaching tasks. For students of different levels, different problems are put forward, and through task-based teaching method, they can find a sense of success in the process of solving problems. ? Therefore, teachers should be full of confidence, patience and enthusiasm for higher vocational students in the first class, and create opportunities and conditions for them to experience the success of learning.
(B) adhere to a variety of evaluation criteria to find the strengths of students.
Vocational colleges themselves should adhere to diversified evaluation standards, and at the same time emphasize knowledge learning, they often organize some activities that can show students' specialties, so that students can find their own position and build their self-confidence while participating in activities.
(3) Change the educational methods and improve the teaching level.
1. Stimulate motivation and cultivate interest
Combined with reality, the society needs talents with certain theoretical literacy and knowledge renewal ability. Higher vocational education should not only pay attention to technology and employment, but also pay attention to the sustainable development of humanities and people. The thought of mathematics fully embodies the scientific spirit of "seeking truth, innovation and seeking difference", which is irreplaceable by any discipline. For example, "calculus" is the creation of Newton and Leibniz on the basis of predecessors-pure concepts, refining methods, changing forms and creating symbols. Starting from different ideological foundations and different research directions in physics and geometry, they reached the brilliant peak at the same time. It is a landmark innovation in the history of mathematics development, and is praised by Engels as a great victory of human thinking in the history of human thought, which has had an important impact on human civilization.
In the process of mathematics teaching, teachers should use information feedback in time to create conditions to make students have the impulse to learn. Depending on students' initiative, we can put an end to the problem behavior in math class.
2. According to the effect, improve the method
Some mathematics teaching still adopts the original teaching method of blackboard chalk, which makes mathematics learning boring. Therefore, we should explore the cultural background in teaching and strengthen humanities education. For example, in the chapter "Derivatives and Differential Calculus", we can introduce the background and historical significance of the establishment of calculus, and introduce the wide application of calculus in navigation, mining, machinery manufacturing, water conservancy, military affairs, astronomy and other technical fields. Secondly, we can use the idea of "problem situation-showing knowledge-realizing application" for teaching. Students' mathematical ability is not only reflected in how much mathematical knowledge they have mastered, but also in whether they have the ability to use mathematical knowledge to solve practical problems. Teachers should attach importance to the transition and convergence of mathematics knowledge, and take the level that students can achieve through hard work as the starting point of teaching, so that students can make progress step by step and succeed everywhere.
In short, as long as teachers carefully observe and analyze the psychological needs behind these behaviors, they can control the problem behaviors of higher vocational students in mathematics classes within a certain range. Make students' non-intelligence factors play a role in the process of teachers' teaching and students' learning, reduce classroom problem behavior and improve classroom teaching quality.
refer to
Liu Liqun. Management of Classroom Problem Behavior [J]. Teaching and Management, 2000(8).
[2] Ma Hui. Classroom problem behavior and classroom discipline management [J]. Modern Education Science, 2004(9).
[3] Zhan Xiaojun. Higher mathematics teaching reform in higher vocational colleges [N]. Journal of Wuhan Vocational and Technical College, 20 1 1(3).