Situation and Suggestions of Mathematic Teaching Combined with Specialty Education in Vocational School
|School||Shandong Normal University|
|Keywords||Secondary vocational schools Mathematics Teaching Electronic professional Status quo Countermeasure|
Mathematics curriculum is compulsory secondary vocational school students a cultural foundation courses, which differs from the ordinary high school mathematics education, it is the student learning professional courses and further learning. Now often associated with mathematics teaching in vocational courses teaching content is fragmented, smaller role for the service courses. Now the majority of vocational school students learn basic good, not high interest in learning math, learning poor results. Secondary vocational school mathematics teaching situation is worrying, vocational mathematics teaching reform without delay. Secondary vocational education in order to improve the quality of mathematics teaching, the majority of teachers are actively doing a variety of exploration, made a lot of macro guidance, especially in combination with the professional teaching methods in mathematics teaching has a lot of research. But specifically for professionals with a combination of mathematics teaching, practical Survey less comprehensive in-depth analysis is not enough, not enough research suggests given specific system (mostly confined to some level or in the classroom teaching practices). This study attempts from a vocational school one professional start, its students, teachers and professional status of teachers' learning and teaching a more comprehensive survey of the situation from the point of view of the causes and characteristics, proposed for the status quo, characterized and professional combination of mathematics teaching strategies. In this paper questionnaires and interviews school in Qingdao electronic electronics majors, math teachers and specialized teachers were investigated by analyzing the status of mathematics teaching in vocational found: (1) basic vocational students thin, habits, lack of Family Education Management; (2) family and community people on vocational education biased, heavy general education, vocational light, heavy degree of light functions; (3) the students' interest in learning mathematics is low, poor study habits, do not develop good learning methods, but most of them like their professionalism, knowledge and expertise of mathematics are closely linked, but also that they themselves have great potential; (4) mathematics teachers and mathematics courses that are closely related, but teaching them the teaching content but lack of contact, lack of communication with professional teachers, most math teachers taught the necessary professional knowledge and understanding of mathematics or poorly understood; (5) is now teaching materials, teaching methods and discomfort for the status quo, professional teachers feel teaching mathematics sometimes out of touch with the professionals, we need to improve teaching in the future. Combining the above investigation and analysis, refer to the relevant educational theory and related research, for the combination of electronic professional characteristics of mathematics teaching, the author proposes the following measures: 1, determine the mathematical concept of professional services, specifically mathematics curriculum objectives: Note close contact with professional, focus on the lives of applied mathematics, focusing on career issues. 2, pay attention to emotional factors vocational students to mobilize the enthusiasm of mathematics learning: vocational students self-confidence, lack of lofty ideals, the teacher should enter the hearts of students, students actively career confidence, focus on individualized, recrudescence students desire for knowledge . 3, multi-angle look for entry points, so that mathematics teaching and professional integration: (a) use of modular units of mathematics teaching, (2) mathematics teachers should receive multi-disciplinary education, (3) professional teachers and math teachers to develop integrated teaching programs, (4) contact a professional with examples for math instruction. 4, improved vocational mathematics teaching model that allows students to participate in teaching mathematics. 5, the reform mathematics achievement evaluation methods, and strengthen the improvement and evaluation of incentive function: breaking the previous academic papers Score decide the way, multi-index, multi-weight evaluate students.