Model essay on higher mathematics I: Countermeasures of higher mathematics in higher vocational education I. Problems and countermeasures of higher mathematics in local higher vocational education
(A) the shortage of mathematics teachers, teachers with low academic qualifications.
Local higher vocational colleges usually have the following ways of running schools: first, through reform, the original higher vocational colleges will be upgraded to standardized higher vocational colleges; The second is to expand the enrollment of qualified adult colleges and universities, run schools jointly with strong forces, and highlight the characteristics of higher vocational education; The third is to give full play to the professional advantages of some key middle schools and set up higher vocational classes in the school. Due to the above reasons, there are some math teachers with low academic qualifications in higher vocational colleges, which not only affects the overall teaching level of math courses, but also affects the cultivation and development of students' comprehensive quality. To solve this problem, we need to do the following: 1. Relying on the national teacher training base and the existing teacher training mechanism in colleges and universities, we should strengthen the training of mathematics teachers, combine on-the-job training with off-the-job training, focus on on on-the-job training, and promote teachers' academic qualifications to meet the standards through planned training. 2. Improve the recruitment standards of talents in higher vocational colleges, take care of policies and treatment, and introduce more highly educated and high-level mathematics professionals.
(B) students lack understanding of the importance of math class, and their enthusiasm for learning is not high.
At present, it is common among students in higher vocational colleges. Professional first? The concept of. They unilaterally think that as long as they learn professional courses well, other cultural courses are insignificant. Therefore, the attendance rate in math class is very low, and the grades are generally low. In view of this phenomenon, teachers should properly handle the proportion of time allocation between mathematics courses and specialized courses, so that students can realize the complementary relationship between them and improve their understanding of the importance of mathematics courses. In teaching practice, the author finds that many students are not interested in mathematics. They are not used to the unique structure and abstract way of thinking of mathematics. In addition, the mathematics curriculum in higher vocational colleges has a large span, many contents and difficult analysis, which makes students learn mathematics even more powerful. This requires teachers to adopt flexible teaching methods in teaching, try their best to fully stimulate students' interests and concerns, and then drive their thinking, so as to achieve the purpose of relaxed and active classroom atmosphere and remarkable teaching effect. Interest is the best teacher. From the psychological point of view, the stimulation of interest points is more conducive to learners' understanding and memory. The cultivation of this interest is not only beneficial for students to study the current curriculum, but also plays an irreplaceable role in students' autonomous learning in the future.
(3) The curriculum of advanced mathematics is unreasonable, and teaching is out of touch with practical application.
Because of the different teaching contents and textbook systems in higher vocational education, the arrangement of mathematics courses in higher vocational colleges is obviously different from that in ordinary colleges. The teaching methods and steps should be arranged reasonably according to the training objectives and teaching plans. The goal of mathematics curriculum reform in higher vocational colleges should be to cultivate advanced technical applied talents, select the best from the teaching content and curriculum system, and implement it step by step around this goal. For example, the mathematics curriculum in higher vocational colleges should highlight the characteristics of mathematics and strengthen the teaching of basic mathematics courses such as probability theory and mathematical statistics in statistics and public administration. When it comes to computer-related advanced mathematics courses, we should strengthen the classroom teaching of mathematical logical thinking and discrete mathematics, make students realize the importance of mathematics and shorten the distance between theory and practice. Speaking of medical teaching, what should be provided? Fuzzy mathematics? And then what? Linear algebra? The purpose of the two parts is to broaden students' mathematical horizons, provide diversified mathematical methods for future related scientific research, and cultivate students' meticulous and clear thinking, rigorous and scientific methods and abilities on the premise of mastering calculus knowledge in higher vocational colleges.
Second, summary
Higher vocational education is an educational method that focuses on cultivating students' application ability, so practical application should be emphasized as the main goal in higher vocational mathematics teaching, which not only meets the requirements of mathematics teaching reform, but also is the future development direction. Curriculum reform should not only pay attention to foundation and application, but also strengthen science and theory; We should not only strengthen the application of mathematics in practice, but also ignore the characteristics of mathematics as an independent discipline. Hold on? Is it gentle enough? Principle, but also to grasp its repositioning in higher vocational education, in order to do a good job in the discipline construction of mathematics.
Model essay on advanced mathematics ⅱ: A preliminary study of advanced mathematics teaching in network education ⅰ. Analysis of the present situation of advanced mathematics in network education
1. Students. According to the author's years of online teaching of advanced mathematics, the training goal of online education college is mainly to train more applied and applied talents for the society. However, students in online education generally have a poor mathematical foundation, and some individuals even lack it seriously. Including some students who have not participated in the college entrance examination and other high school studies, and some students who have worked for many years, have long forgotten the knowledge about advanced mathematics. Faced with this situation, if the network education teacher simply helps the advanced mathematics knowledge, some students will be unable to keep up with the advanced mathematics learning because of their poor foundation. In addition, some students in the factory not only have poor foundation, but also their learning methods are difficult to adapt to the learning of advanced mathematics, which seriously affects the learning quality.
2. Teachers. Judging from the current situation of online education, many online education teachers hired by colleges and universities are part-time workers in other colleges and universities, so it is difficult for them to devote most of their energy to the advanced mathematics teaching of online education. In the long run, online education colleges should have their own full-time teachers. A large number of highly educated and high-quality teachers employed by some colleges and universities are outstanding talents who have just graduated. They are young, have strong learning ability and are full of great enthusiasm for their work. However, due to the influence of traditional education concept since childhood, compared with the full-time unified recruitment in colleges and universities, the initial establishment of teachers has no historical reference and lacks certain teaching and practical experience. This requires teachers to gradually master the actual level and personal requirements of online education students, make full use of the modern teaching level of online education, follow the teaching principles, and successfully achieve the teaching purpose of higher mathematics.
Second, the teaching of higher mathematics in online education
Teaching principle is the basic requirement that effective teaching must follow. It guides both teachers' teaching and students' learning, and should be implemented in all aspects and run through the teaching process. Then, according to the teaching characteristics of higher mathematics, the teaching principles are implemented in the following aspects:
1. The principle of unity of science and ideology. The training objects of online education colleges are adults who are on the job, and their learning focuses on professional knowledge related to their careers, and they pay less attention to basic courses such as advanced mathematics. Some students will think that basic courses are useless and have no learning value. These are all manifestations of incorrect learning attitude and unclear thinking. In view of this situation, we can explain the importance and necessity of learning advanced mathematics to students through network teaching, and point out that mathematics is also a way of thinking, and the process of mastering mathematics is the process of thinking training. The progress of human society is inseparable from the wide application of mathematics. Especially in modern times, modern mathematics is becoming a powerful driving force for the development of science and technology, and it has also penetrated into various fields extensively and deeply. Through these stories, we can improve students' learning consciousness and lay an ideological foundation for the study of advanced mathematics. In addition, there are many students who are very active in learning, but lack scientific and reasonable learning methods. Even though they spent a lot of study time, they didn't achieve good learning results. This requires teachers to guide students to actively communicate and explore useful learning methods of advanced mathematics through online teaching, so as to improve students' learning ability. Personally, I think we should know something about elementary mathematics before studying advanced mathematics. For example, basic elementary functions and their calculation formulas will restate geometric formulas, inequalities and mathematical induction commonly used in higher mathematics, which is helpful for the study of calculus; The solution of the equation is the basis of learning differential equations, and binomial theorem, sequence formula and factorization formula are the basic methods to find infinite series and other related knowledge. These are all beneficial learning methods, which have been verified by practice and fully affirmed by students.
2. The principle of integrating theory with practice. Traditional higher mathematics teaching pays too much attention to theory, but ignores the practical background of concepts and the practical application of mathematical methods. Network teaching should deepen the understanding and application of mathematical concepts while diluting the theory. The concept of advanced mathematics can come from familiar life examples or examples related to majors, thus stimulating students' interest in learning. For example, when explaining the concept of derivative, he summed up the steps of solving the problem by calculating the instantaneous speed of linear motion with variable speed, leaving aside the specific meaning. Derivative (rate of change)? The concept of. You can also introduce questions related to the rate of change according to students of different majors. It is suitable for electromechanical students to introduce that the angular velocity of circular motion is the derivative of rotation angle to time, and the current intensity of unstable current is the derivative of electricity to time. Suitable for students majoring in economics, the derivative of total product output to time is the rate of change of total product output, and the derivative of total product cost to output is the rate of change of total product cost (marginal cost). Typical cases can also be introduced after citing examples to tell knowledge. Introduce mathematical knowledge through practical problems, and then demonstrate the application of mathematical knowledge in real life in turn. This not only improves students' interest in learning, reduces the dullness of mathematics learning, but also sets up mathematical modeling ideas for students, which further links the theoretical knowledge learned with production practice and serves other disciplines.