How to reform classroom teaching, improve teaching quality and serve professional development has become the goal of mathematics teachers in vocational schools. In the face of the new curriculum, I think the key to improve the effectiveness of mathematics teaching in secondary vocational schools lies in creating teaching scenarios, stimulating learning interest, implementing classified teaching, making mathematics teaching full of life and professional color, making the classroom alive and students up.
First, cooperate with professional courses to cultivate interest in learning
Bruner, an American educator, pointed out: "The best learning motivation is that students have an innate interest in what they have learned. Lack of direct interest will make learning boring. On the contrary, if students have a strong interest in what they have learned, they can stimulate the excitement of brain activity and ensure an effective perception of the learning content. " He added, "Learning without interest is tantamount to hard labor; Where there is no interest, there is no wisdom and inspiration. " The training goal of vocational schools determines that mathematics teaching must adhere to the direction of serving professional courses. Combining students' majors is undoubtedly an effective way to stimulate students' interest in learning. Students entering vocational schools have different requirements for mathematics because of their different major choices. In mathematics teaching, as far as possible, let students of all majors learn more about their majors while studying mathematics, so as to enhance their interest in learning mathematics and let them know their future careers in time, killing two birds with one stone. For example, accounting majors should not only master addition, subtraction, multiplication and division, but also learn solutions, functions, arithmetic progression, geometric series and probability statistics. This knowledge is widely used in basic accounting, financial management and other professional courses; The knowledge of function is widely used in electronic specialty, especially the knowledge of trigonometric function. Mechanical majors such as mold design and manufacturing technology and numerical control application technology should focus on plane geometry, solid geometry and trigonometric function. Practice has proved that students' desire to explore mathematical problems will be stronger if mathematical problems are closely combined with professional knowledge. In this way, students can not only learn mathematics knowledge well, but also deepen their understanding of professional knowledge, and truly realize the application of mathematics knowledge in the specialty, so as to achieve the purpose of arousing our interest, stimulating our curiosity, applying what we have learned and combining learning with application, thus obtaining the best teaching effect.
Second, the creation of teaching scenarios to mobilize the learning atmosphere
As we all know, in mathematics teaching, situational teaching is loved by mathematics teachers because it can effectively improve classroom efficiency and cultivate students' cognitive ability, active learning ability and problem-solving ability. Creating an effective teaching situation should be based on the following three points: students' cognitive structure should have a corresponding knowledge base (learning ability) to assimilate new knowledge; Learning materials have logical significance, that is, they can reflect the achievements of human cognition (that is, science); Students should have the meaning of obtaining information and learning motivation (willingness to learn). In practice, the author mainly considers the interesting, realistic, ideological, targeted and challenging teaching situation.
Putting the problem in a lively and interesting situation can make students' cognitive factors and emotional factors participate in problem-solving activities together, which is easy to develop and promote in the process of problem-solving. For example, when learning logarithm, let students fold a piece of homework paper-32 times. As a result, students found it impossible to fold it so many times, or thought the paper was not big enough. In the students' argument, tell them in time that if the thickness of the paper is 0.2mm, after being folded in half for 32 times, its thickness will exceed the height of Mount Everest.
Learning sequence, we can use the story of ancient Indian chessboard full of wheat grains to create such a teaching situation: as long as we find "1+2+4+8+ 16+, we can know the wheat grains on the chessboard ... +263", which fully arouses students' expectation and desire for learning new knowledge "the first n terms and formulas of geometric series".
In the class of "Application of Oblique Triangle", design a scene for students: If you can clearly see the panoramic view of the Oriental Pearl TV Tower somewhere on the Bund in Shanghai. Please use a goniometer and a ruler to design a scheme, measure the height of the Oriental Pearl TV Tower and draw a design drawing. After the question was put forward, the students immediately discussed it. It would be much easier if I measured it near the Oriental Pearl TV Tower in Lujiazui, Pudong. Just use the goniometer to measure the elevation angle.
Many mathematical stories and mathematical allusions can be used as the basis for us to create teaching situations. In teaching, teachers should handle teaching materials flexibly according to students' psychological characteristics and cognitive rules, provide students with some challenging and open questions, stimulate students' desire to explore mathematical knowledge, let students discover mathematical knowledge with their own way of thinking, and experience the formation process of learning mathematical knowledge, so as to cultivate students' exploration spirit and innovation ability and enjoy the fun of success. As can be seen from the above cases, the creation of teaching situations has diversified characteristics, and different teaching situations can be created for the same teaching content. Of course, in the specific teaching process, there are many ways to create teaching situations, which depend on teachers' understanding of teaching content, teachers' knowledge and teachers' creativity. But no matter what kind of teaching situation is created, it is to stimulate students' interest in learning and arouse their enthusiasm and initiative in learning; They must obey the actual needs of classroom teaching and help students explore the essence of mathematics and develop their thinking. Pay attention to rationality and effectiveness; The ultimate goal is to improve the quality of classroom teaching.
Third, implement classified teaching to stimulate students' interest in learning.
In each class group, there are three types of students, those who have the spare capacity to study, those who have difficulties in learning, and those who are broken, and the latter two are mostly in secondary vocational schools. Therefore, it is particularly important to stimulate students' enthusiasm for learning. Yan, a famous scholar in China, said: "Everything that can make students' emotions fluctuate strongly is easy to remember and firm, and some of them will never be forgotten." "Therefore, teachers should explore emotional factors according to the characteristics of teaching content, stimulate students' emotions and improve classroom efficiency. Education without emotion and love is like a pond without water. Without water, it can't be called a pond. Without emotion and love, there is no education.
The new curriculum reform advocates classified teaching very much, which is actually the embodiment of Confucius' thought of "teaching students in accordance with their aptitude". In teaching practice, I explored the teaching method of "cooperative learning and classified guidance". Treat the above three types of students differently and form a study group with four people as a unit. Each group is led by a person with learning ability. I give all kinds of students different goals and expectations as well as specific requirements. Those who have the spare capacity to study, in addition to completing normal learning tasks, I also specially give them some challenging "improvement questions" related to their majors to improve their math level and professional quality. In addition, they have to act as "little teachers" to guide the other three students in the same group. Teaching students with life, learning from each other and helping each other, not only learned knowledge, but also reconciled emotions, which can be described as killing two birds with one stone. There are many students with learning difficulties, which are the key teaching objects. Whether preparing lessons or teaching in class, I try my best to deal with the reality of such students and ask them to prepare in advance. In the classroom, create more platforms or opportunities for them to go to the podium to show, and give praise words such as "You are great", "Great" and "You surprise me" whenever there is something desirable. After class, I not only ask people who have spare time to study to help them, but also often make up for them. James, a British psychologist, once said that the deepest principle of human nature is to hope to be affirmed by others. This kind of students gradually regain their confidence in the process of learning, feel the joy of success and improve their enthusiasm for learning. Few students break cans into rotten ones. In addition to patient guidance and education, I often play basketball, table tennis and badminton with them to enhance my friendship with them and make them respect and recognize me. Basically, I can achieve the educational goal of "being close to my teacher and believing in my way".
Of course, in group cooperative learning, we should not only pay attention to the cooperation of groups, but also pay attention to the competition between groups, so as to form a learning atmosphere superior to learning.
Fourth, pay attention to the art of humor and stimulate the classroom atmosphere.
Education, as a profession dealing with people's thoughts, humor is essential. Humor is characterized by implication and fun, and its expression is wit and humor. Mathematician Novalis once said, "Pure mathematics is a magician's real wand." This sentence shows the charm of language humor in mathematics teaching. In order to stimulate students' learning emotions, guide students to pay attention to the implementation of teaching objectives, make boring numbers magical props, and make students' thinking reach the best level as soon as possible, teachers must use philosophical and humorous language to infect and attract students, so that they can teach easily and learn happily. As educator Svetlov said, "Humor is the most important first assistant of educators." Practice shows that only in an active classroom atmosphere can students actively participate in creative thinking activities in teaching and make classroom teaching colorful with teachers, thus creating good teaching effects. Long-term accumulated teaching experience tells us that laughter in class will create a positive atmosphere and make "teaching" and "learning" easy and effective. Good teaching humor art has the characteristics of rapid diffusion and emotional appeal, which can effectively enliven the classroom atmosphere.
Teacher Chen Jingrun once introduced Goldbach conjecture to students in poetic language: the queen of natural science is mathematics, the crown of mathematics is number theory, and Goldbach conjecture is the jewel in the crown. He also said meaningfully: "Last night, I had a dream that one of your classmates was very powerful. He proved Goldbach's conjecture. " This sentence produced magical power and inspired Chen Jingrun to start the long March to win the crown jewel. He was determined and indomitable, and finally created the brilliance of mathematics. For example, when I was in the "get together" class, my classmates were chatting and forgot the class time. I said loudly: gather! The students were frightened, but I whispered: Open the first page of the book and see what it is ... The students suddenly realized that this class was a "party". It is humorous and can introduce new lessons to the point. Why not?
In addition, it is also feasible to increase practical content, supplemented by multimedia teaching.
In short, in mathematics teaching in secondary vocational schools, we should fully mobilize students' learning enthusiasm, create a good problem situation and learning atmosphere, and unswervingly focus on stimulating and cultivating students' interest in learning mathematics, so that students can actively participate in the teaching process, feel what they have learned and achieve the actual effect of teaching.
(Editor: Li Jun)