Analysis on the Present Situation of Mathematics Teaching Quality in Secondary Vocational Schools in China
Students in secondary vocational schools have a weak foundation in mathematics and lack good study habits. There are some deviations in students' cognition of mathematics. Most students think that secondary vocational schools only need to learn professional courses well, and there is no need to learn cultural courses. At present, mathematics in secondary vocational schools is theoretical and logical, and the connection between mathematics teaching content and specialized courses is not close enough, which is the main problem of mathematics teaching in secondary vocational schools. These aspects lead to students' lack of interest in mathematics learning, which directly affects the quality of mathematics teaching in secondary vocational schools.
Therefore, mathematics teaching in secondary vocational schools should change the traditional teaching mode, adopt new teaching methods and diversified evaluation methods in combination with specialized courses, so as to stimulate students' interest in learning and achieve the purpose of improving the quality of mathematics teaching in secondary vocational schools.
Second, improve teaching methods and improve the quality of mathematics teaching in secondary vocational schools
1. Application of multimedia information technology in mathematics teaching in secondary vocational schools
Mathematics itself is a discipline with strong knowledge abstraction, depth and breadth, and secondary vocational mathematics embodies the high combination and unity of number and shape. Multimedia information technology has the characteristics of strong intuition, controllability, interactivity, large information capacity, diverse teaching methods, flexibility and quickness, which meets the requirements of mathematics teaching in secondary vocational schools. The teaching process can be carried out through point-to-point, multi-angle and direction, network and so on. The mathematics teaching courseware compiled by using multimedia information technology can well assist teachers to complete the teaching objectives and provide more vivid expressions for the smooth implementation of the teaching plan.
"Knowing is not as good as being good, and being good is not as good as being happy." Mathematics teaching in secondary vocational schools is characterized by abstract content. In classroom teaching, multimedia computers can be used to make illustrated teaching courseware, which makes the abstract and complex learning activities in secondary vocational mathematics teaching instantly intuitive and simple. Maximize students' interest in learning, enhance students' learning initiative and practical application ability, and make it easier for students to understand and master mathematics teaching content. Make multimedia information technology run through the whole process of mathematics teaching in secondary vocational schools, and the teaching effect has achieved great results over time.
2. Mathematics teaching in secondary vocational schools should be combined with students' own professional characteristics.
Mathematics teachers in secondary vocational schools should ensure the basic knowledge of teaching, combine the characteristics of students' own majors and choose teaching contents according to their practical application of mathematics knowledge. Based on the principle of "taking sufficiency as the scale and practicality as the purpose", let students know more about the application of mathematics in future professional courses, and let the learned knowledge find more corresponding models in professional courses, actual production and daily life. Actively encouraging students to use mathematical knowledge to solve practical professional problems not only cultivates students' mathematical application ability, but also makes students feel a sense of accomplishment and that mathematics is useful, thus improving their interest in learning mathematics.
According to the above ideas, taking the mathematics teaching of electronic specialty as an example, the teaching content of mathematics in secondary vocational schools can be divided into the following three parts: (1) Basic parts: set, function and trigonometric function, straight line and circle, sequence and solid geometry. These are compulsory contents for every student and the most basic requirements for high-quality workers in all walks of life and modern professional positions. (2) Professional part: the operation of numbers, exponents and logarithms, the properties and applications of trigonometric functions, vectors, complex numbers and logical relations. This part is the necessary mathematical knowledge for electronic majors. They are tools and provide a guarantee for learning professional skills. (3) Improvement: circle, ellipse, hyperbola, probability, statistics and mathematical model training. These contents can be used as students' elective contents to ensure students' further studies, job transfer and entrepreneurship. Teachers can guide students' learning according to their foundations, interests and qualities. You can also set up an organized math extracurricular group to discuss and study collectively. In the teaching process, basic knowledge and professional knowledge can be interspersed, and the teaching order of these contents can be arranged according to the mathematical knowledge and time used in each specialized course and the logical relationship of each knowledge point.
3. Adjustment practice of mathematics teaching evaluation in secondary vocational schools
The traditional evaluation of students' academic performance is always expected to be a foregone conclusion in the final exam. In order to make mathematics teaching in secondary vocational schools better reflect their own teaching objectives, the author has added the content of cultivating students' mathematical application ability in the compilation of school-based textbooks, which must be reflected in the assessment. Therefore, the author combines examination with teaching and adopts the method of comprehensive evaluation of grades. The evaluation contents are as follows:
The usual grades account for 15%, including answering questions and discussions in class, classroom tests and homework; The experimental results account for 25%, including the assessment of students' mathematical application ability, which is mainly reflected in mathematical modeling; The final exam scores account for 60%, including assessing students' usual study and understanding and mastery of basic knowledge. Through this improved examination method, we can actively promote students' initiative in learning, grasp every link in the whole learning process, put an end to the bad style of study of "rushing before exams and not working hard at ordinary times", and lay a good foundation for students' professional study in the future.
Three-point concluding remarks
How to improve the quality of mathematics teaching in secondary vocational schools and optimize teaching methods is an eternal research topic and goal for mathematics teachers in secondary vocational schools. Mathematics teachers in secondary vocational schools should change the traditional teaching concepts and methods, integrate theory with practice in the teaching process, take students as the main body, try to stimulate students' enthusiasm for learning, and pay attention to the improvement of their own quality, so that students are not only willing to learn mathematics, but also more willing to learn mathematics well.