First, the importance of mathematics in mechanic education
Mathematics is the foundation of all subjects in technical schools. Kalinin, a Soviet educator, once said, "Mathematics can give you great help in all your future work." First of all, it is widely used in professional foundations and specialized courses, such as numerical control technology, machining, electrical technology and other majors. Secondly, mathematics is a course to cultivate students' thinking method ability and observation and analysis ability. Students can use these abilities to observe and analyze the professional and technical phenomena they have learned and solve problems in their studies. Therefore, the mastery of mathematics knowledge and the quality of learning are directly related to whether students can learn professional courses well.
Second, the status quo of mathematics teaching in technical schools
Mathematics is a creative and abstract basic subject with high abstraction and strict logic. In technical schools, students generally think that learning mathematics is boring, obscure, lacking in vitality, daunting in class, losing confidence in learning, seriously dampening learning enthusiasm, failing to improve academic performance, and seriously affecting the study of other courses.
1. Teachers' teaching situation
(1) Teachers don't pay enough attention to it, and the teaching methods are single. Technical school takes employment skills as the training goal, and mathematics is a basic cultural course, which does not reflect the direct relationship with skills on the surface, so it is listed as a "sub-course". In addition, students' learning enthusiasm is not high, and teachers do not pay attention to the diversity of teaching methods, which stimulates students' learning enthusiasm, not to mention the improvement of teaching quality.
(2) Teachers seldom combine lectures with specialized courses. Most math teachers are engaged in general education or basic education, and they don't know the specialized courses offered by the school. In addition, in order to meet the talent demand under the current economic situation, the specialized courses offered by technical schools are adjusted every year. Most math teachers are not familiar with specialized courses. When explaining and applying mathematics, they usually have more contact with real life and too little combination with professional and technical knowledge, which fails to reflect the role of specialized courses in laying the foundation.
2. Students' learning situation
(1) Poor mathematical foundation. Most students who come to technical schools have below average academic performance, especially in mathematics. The mathematics content of technical school is a part of the mathematics content of high school. Students didn't learn the basic knowledge of mathematics well in junior high school and didn't lay a good foundation, so it is difficult to understand the mathematics content learned in technical schools, which is the main factor that causes technical school students to be afraid of learning mathematics.
(2) Lack of learning ability and methods. Students in technical schools often feel inferior, lack confidence and interest, are not self-motivated, and don't know what is the use of learning mathematics, how to learn it, what to master, etc. And lack of learning methods. In addition, the awareness of autonomous learning is not enough, the ability of self-study is poor, the ability of analysis and calculation is poor, and the learning ability in the learning process is poor. Therefore, it is difficult to find a suitable math learning method in a short time when you come to a technical school.
Third, the reform measures of mathematics teaching
1. The curriculum should be set in time.
Mathematics, as a basic cultural course, is generally learned from the first semester, and most specialized courses are generally learned later. Students can't feel its role in specialized courses when learning mathematics, and their motivation to learn mathematics is insufficient. In addition, math classes in technical schools serve professional courses. Students can't remember the professional knowledge for a long time when they are studying and applying the relevant knowledge of mathematics, so they need professional teachers to repeat it. For example, CNC lathe major, CNC technology and programming courses are generally arranged in the second academic year, and the analytical geometry knowledge to be used ends in the first semester. Therefore, the implementation of curriculum and teaching plan can be discussed and formulated by math teachers and professional teachers, so as to carry out math classes in a targeted and timely manner.
2. The course content should be moderate.
Different majors offered by the school have their own emphasis on the content selection of mathematics textbooks. At present, the fourth edition of mathematics textbooks for secondary vocational schools is compiled according to mechanical construction specialty, electrical and electronic specialty and general specialty, but the specific content is not applied to each school specialty, and the combination of mathematics knowledge and practical application is not close. For example, the major offered by our school is mainly mechanical processing (lathe work, locksmith, numerical control, etc. ), and the knowledge of trigonometric solution, application and solid geometry is often used, but it is not in the mathematics textbook of the fourth edition of secondary vocational school. This content should be added, and the numbers, formulas and equations in the first chapter (junior middle school) should be deleted. Therefore, mathematics teachers should also strengthen their understanding of specialized courses, understand the application of mathematics knowledge in specialized courses and add or delete the contents of mathematics textbooks.
3. Teaching methods should be appropriate
Interest is the source of learning motivation, and a strong interest in learning can stimulate learning motivation and produce and increase a happy mood. For math classes in technical schools, most students have failed math learning experience. They are afraid of math, so they need to pay special attention to the role of interest. Therefore, in the teaching process, teachers should study teaching methods and adopt different teaching methods for different teaching contents and different teaching objects to stimulate students' interest in learning mathematics.
(1) Change the traditional "cramming" teaching mode into a heuristic teaching mode. Teachers should pay attention to including students' thinking activities when giving lectures. For example, when talking about the content of inverse function, students already have the basic concept of function. Therefore, the most effective method is heuristic teaching, which asks questions about the change of independent variables, corresponding relationship, definition range, images, etc., and inspires students to draw conclusions.
(2) Adopting modern teaching methods. Using multimedia courseware, the abstract and difficult mathematical knowledge is changed from abstract to intuitive, from static to dynamic, which makes the mathematics classroom lively, stimulates students to actively participate in teaching activities, enlightens students' thinking, deepens students' impression and understanding of knowledge, and improves teaching effect. For example, multimedia technology can be used to make courseware to demonstrate the dynamic effect in mathematics.
(3) Teaching mathematics knowledge in combination with specialized courses. The outline of parts in NC machining is mostly composed of straight lines and arcs. In NC machining specialty, when manually programming the size and coordinates of the base point, plane analytic geometry calculation method and trigonometric function calculation method are also commonly used to make necessary calculations. Therefore, the explanation of the basic knowledge of plane analytic geometry and trigonometric function must be combined with the examples used in NC machining specialty, so that students can feel the practicality of mathematical knowledge, even if it is difficult to understand, they will try their best to master it. As shown in figure 1, the coordinate values of the base points A, B, C, D and E in the workpiece coordinate system are needed to process the workpiece with CNC machine tools. Combined with this example, the knowledge of plane analytic geometry and trigonometric function is first explained, and then the formulas for calculating the tangent and intersection of a straight line and a circle, the intersection of two circles and the tangent of a straight line and two circles are derived by using these knowledge, and then the coordinates of points A, B, C, D and E are obtained by application.
(4) Carry out teaching practice activities. Mathematics used to "solve problems" is often not impressed in students' minds. We can use the mathematics and practice topics at the back of each chapter of the textbook or the topics in training to carry out teaching practice activities. For example, the calculation of interest in daily life (using the knowledge of sequence), the calculation of the number of games in single-cycle and double-cycle systems in sports competitions (using the knowledge of permutation and combination), and the assembly workers making buckets (using the knowledge of cylinders and cones). Let students learn to use mathematics to "solve practical problems" in teaching practice.
(5) Implementing stratified teaching. Because there are individual differences in students' basic knowledge of mathematics, students should be given different learning goals and requirements in teaching, teaching students in accordance with their aptitude and implementing hierarchical teaching. For example, when explaining the images and properties of trigonometric functions, the images and properties of y=sinx, y=cosx, y=tanx, y=Asin(ωx+φ) are taught at different levels.
4. The mathematical evaluation system is diversified.
According to the traditional evaluation method of math scores, the passing rate of math scores in technical schools is very low, which seriously hits the enthusiasm of students. Therefore, the evaluation should be diversified according to the characteristics of technical school teaching and the reality of students learning mathematics. First, the test questions are divided into subjective questions and objective questions. Subjective questions mainly assess the basic knowledge of mathematics, while objective questions mainly assess professional knowledge, mathematical methods and students' mathematical ability to solve problems, all of which are in the form of multiple-choice questions and problem-solving; Second, as an examination course, it is evaluated in the form of open books and homework, and the topic is mainly to examine students' practical application ability. The final exam will add up the scores in all aspects according to the percentage, which will be regarded as the students' scores.
Through the above measures, the teaching reform of mathematics curriculum has achieved remarkable results, but how to make mathematics curriculum better lay the foundation for various majors needs further discussion.
(Author: Shanxi 54 1 Senior Technical School)
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