First, the preparation stage of higher vocational module teaching of mathematics for mechanical processing specialty
The education of secondary specialized schools needs "double-qualified" teachers, and mathematics teachers are unlikely to become "double-qualified" teachers, but they also require that as mathematics teachers in secondary specialized schools, they should not only learn mathematics knowledge, but also have a certain understanding of students' professional knowledge. Only by knowing the relevant professional knowledge can we better integrate professional knowledge into the teaching of mathematics vocational module in the teaching process and lay the foundation for students' professional learning. In order to achieve this teaching goal, mathematics teachers of mechanical processing major should do the following:
1. Summarize the professional knowledge of machining.
Mathematics teachers should often listen to some theoretical courses of their major and have a certain theoretical knowledge base. We should always invite professional teachers to participate in teaching and research activities, understand the requirements of synchronous teaching content for mathematics, and ask professional teachers for advice. Math teachers who teach mechanical processing need to know the methods of mechanical processing, the main mathematical processing methods in mechanical processing, the establishment of mathematical model in mechanical processing and the mode of mathematical model. Only by understanding these contents can we better integrate the professional knowledge of machining into the teaching content of mathematics.
2. Actively participate in the training of mechanical processing specialty and communicate with the training teachers.
Math teachers who teach mechanical processing specialty should go out of the math classroom, participate in students' mechanical processing practice in the mechanical processing teaching factory, enrich their professional knowledge of mechanical processing, and often contact with practical teachers to find out what problems students encounter in the practical training process of mechanical processing specialty and what mathematical knowledge they need to solve, so as to accumulate materials for teaching, which is conducive to enriching mathematics teaching content and improving teaching quality.
3. Compiling the school-based teaching material of mathematics vocational module for machining specialty with practice.
According to the reality of mechanical processing specialty, school-based teaching materials suitable for mathematical vocational modules are compiled, so that students can better master mathematical knowledge in professional training courses and better use relevant mathematical knowledge to solve practical problems. The main contents of the school-based teaching material of mathematics vocational module include elementary algebra, plane geometry, trigonometric function, analytic geometry, probability statistics and related mathematical calculation methods. Combining with the major of mechanical processing, we divide the mathematics vocational module into four first-level modules and 15 second-level modules, and determine the frequency and difficulty of each module.
Second, the implementation stage of mathematics teaching for mechanical processing specialty
According to the feedback information in the teaching of mechanical processing specialty, students often have some theoretical deficiencies in the process of practical training, mainly because they can't flexibly use their mathematical knowledge to solve practical problems. To solve this problem, we must adjust our thinking, suit the remedy to the case, pay attention to integrating theory with practice, and cultivate students' ability to solve practical problems by using mathematical knowledge.
1. Design situational teaching content based on typical working process.
Create a practical teaching situation for machining specialty, introduce students into the situation of solving problems encountered in practice, let students think in an intuitive and perceptual environment, learn to turn practical problems into mathematical problems, establish mathematical models, and then solve problems by mathematical methods.
Taking a teaching scene of manual processing content design for mechanical processing specialty as an example;
Subject description
The workshop received the order and processed 50 hand hammers with hand tools according to the requirements of drawing 1.
(1) Determine the size of the round steel blank for the hammer.
(2) How long round steel blank does the factory need to buy to manufacture 50 hand hammers?
(3) How much does it cost for an enterprise to conduct cost accounting?
(4) According to the part drawing, calculate the utilization rate of the hammer material.
(5) Determine the length of the part with the help of the general tolerance table and calculate the limit size of the workpiece.
(6) Calculate the penetration rate of high-speed steel bit when drilling.
The diameter of the drill bit is ∮8 and the material is 45 steel. Ask students to look up the table and calculate according to the known conditions.
Expansion: If it is mass production, the factory will forge the blank (figure 1) considering the material utilization rate, and the material utilization rate can reach 95% (oxide layer and holes). How much can 1000 yuan save compared with manual processing?
Through this example, students can use charts to find relevant information and use solid geometry to solve practical problems. The expansion content is to consider the actual mass production of enterprises and improve the utilization rate of materials, so as to improve the utilization rate of equipment, reduce costs and obtain maximum profits.
2. The product is a teaching aid, the craft manual is a teaching material and the instructor is a teacher.
The course implementation process under the professional background should be an open teaching process, and its teaching is no longer simply to instill ready-made knowledge into students, but to provide students with a variety of learning methods and learning paths for students to learn, think and apply. Simulate the training environment, let students learn mathematics and train professionally. The student training products from the training factory are teaching AIDS, and the teaching materials are only reference books in the process of solving problems, that is, process manuals. Teachers' tasks radiate from traditional central work such as "preaching, teaching and solving doubts" to auxiliary work such as organization, counseling and consultation.
3. Adjust the evaluation mechanism and establish a diversified evaluation system.
After each task is completed, students first evaluate their work, and then the teacher checks and scores. Teachers and students discuss and judge problems in work, students' methods to solve problems and the characteristics of learning actions. By comparing the evaluation results of teachers and students, find out the reasons for the differences, and discuss the matters needing attention and suggestions for improvement in completing similar work in the future. Cooperate with other teachers, trainers and other students, and evaluate students as a whole with the participation of parents, so that students can know themselves objectively and comprehensively, experience success, see shortcomings and make clear the direction of their efforts. Establish a diversified evaluation system to give students a comprehensive evaluation and give them brand-new confidence and experience.
Third, the improvement stage of mathematics teaching in mechanical processing specialty
1. The role changes, and students become the main developers of teaching content.
After mastering the basic skills of solving problems, students' application consciousness is obviously strengthened. Students will take the initiative to bring the problems encountered in processing practice to the classroom and become the content of mathematics classroom teaching. With the help and guidance of teachers, they will cooperate with each other in group learning, establish mathematical models and solve practical problems by mathematical methods.
2. Introducing peer cooperative learning to provide a way for students to actively participate in learning.
In cooperative learning, students help each other for the same goal, share success and happiness, and learn to communicate and understand in contradictions. This not only cultivates students' emotional attitude and values, but also cultivates students' cooperative ability.
3. Teachers' working style has changed from the narrow field of individual teaching to collective cooperation.
In the teaching of mathematics vocational module, the content of teacher guidance involves not only the professional knowledge and skills of the subject, but also the professional knowledge and skills of the students taught. Therefore, for most teachers, it is difficult to guide students well by themselves, which requires teachers to cooperate with professional teachers from personal teaching to complete the teaching of mathematics vocational module together, in order to achieve good teaching results.
To sum up, the vocational module teaching of mathematics in mechanical processing specialty makes students realize the importance of mathematics, improves students' interest in learning mathematics, improves the classroom teaching atmosphere, makes classroom teaching easier, improves students' learning consciousness obviously, and achieves twice the result with half the effort.
(Author: Taicang Secondary Vocational School in Jiangsu Province)
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