The reasons why it is difficult to take mathematics courses in secondary vocational schools and their solutions

Reasons and solutions for difficulty in taking mathematics classes in secondary vocational schools

Abstract of thesis: At present, it is difficult to take mathematics classes in secondary vocational schools. Most students are afraid of learning mathematics and teachers are afraid of teaching mathematics. How to solve this problem? The article analyzes in detail the reasons why mathematics classes are difficult to attend from the four perspectives of students, teachers, schools and textbooks, and proposes corresponding solutions.

Keywords of the paper: secondary vocational school; mathematics class; reasons for difficulty; classroom

In secondary vocational schools, mathematics is one of the compulsory basic courses for students. Learning mathematics well is a prerequisite for learning a major well, and it also has a great impact on students' development after graduation. However, students generally lack interest in learning mathematics. In mathematics classes, many students do not listen to lectures, do not take notes, and some even talk or doze off. After-school homework is difficult to complete on time, and plagiarism is serious. Many mathematics teachers complain that mathematics classes are difficult to take and they find it difficult to successfully complete teaching tasks. The author below will share some views on the above issues.

Reasons why it is difficult to take mathematics classes in secondary vocational schools

From a student’s perspective (1) Poor mathematics foundation. Since 1999, colleges and universities have begun to expand enrollment, and it has become easier and easier to go to college. Many students choose to go to ordinary high schools and then enter college. As a result, the number of students in secondary vocational schools has become smaller and smaller, and the situation has become worse and worse. Judging from the students' high school entrance examination scores, the scores in various subjects are generally low, especially in mathematics and the lowest. The vast majority of students fail in mathematics, and some even get only ten points. It is very difficult to learn mathematics knowledge in high school. For example, when teaching the knowledge of trigonometric functions, the author raised a question about knowledge at the junior high school level: In a right triangle, how are the sine, cosine and tangent values ??of an angle defined? ?Many students cannot answer this simple question. (2) Not paying attention to it ideologically. Many students believe that as long as they learn professional courses well, they will be able to find a good job in the future. Mathematics is not very useful in finding a job in the future. In class, most students just take notes and wait for the teacher to speak. Only a small number of students listen, think, and calculate on scratch paper.

From a teacher’s perspective (1) Personal teaching level is low. Some teachers' teaching level is low, their teaching lacks sex, and they do not actively create teaching situations to stimulate students' desire for knowledge; their teaching content is old, they blindly teach in a cram-like manner, their methods are rigid, and their classroom teaching is boring, resulting in a decrease in students' interest in learning. It creates a feeling of being tired of studying, making it increasingly difficult to take math classes. (2) Lack of perseverance. When some teachers first take over a new class, they teach very seriously and always try their best to create some teaching situations to attract students' attention and improve their interest in learning. They have indeed received good teaching results. However, not all content in the subject of mathematics can create attractive situations. When boring content is taught, students are not interested, teachers feel that their efforts are unrewarded, and they gradually lose patience with students. In addition, there is no pressure to advance to higher schools in secondary vocational schools, and mathematics is not a professional subject, so some teachers have become lax. If teachers are not serious, students will be even less serious. Such a vicious circle will make mathematics classes difficult.

From a school perspective, it is currently difficult to recruit students into secondary vocational schools. In order to complete the enrollment task, some schools blindly lower the score line. Students' scores in basic courses are quite low, and some students cannot understand the class at all. In order to prevent the loss of students and enable each student to graduate successfully, the school continuously improves the student performance evaluation mechanism and incorporates daily performance into the overall evaluation. Even so, some students will fail the overall assessment. During the make-up exam, the school will lower the difficulty of the exam again to ensure that most students can pass. Although this teaching evaluation mechanism is suitable for the actual situation, students do not have any pressure to learn. Even if they can observe discipline in class, they do not listen or think, thinking that they can pass the exam anyway and get a diploma without any pressure.

From the perspective of teaching materials, the mathematics teaching materials used in secondary vocational schools are too old and cannot match professional knowledge well. This is mainly reflected in the following three aspects: (1) Lagging, that is, the professional courses are not taught until The mathematical knowledge required for a certain content has not been covered yet.

For example, drawing requires students to have certain knowledge of solid geometry and spatial imagination, but knowledge of solid geometry cannot be learned until the middle of the second semester of first grade. Students are required to understand the connections between straight lines and arcs involved in mechanical drawing. Contents such as the judgment of the positional relationship between straight lines and circles, circles and circles are very familiar, and these contents are only started to be learned in the second grade. (2) Too advanced, that is, the mathematical knowledge required for a certain content in professional courses has been taught long ago, and most students have forgotten it. (3) The class schedule is unreasonable. Some chapters have too many class hours, and the content is not closely related to the students' majors. Students only need to have a general understanding of this knowledge. For example, the content of solid geometry is not closely related to the accounting major and can be skipped; plural numbers It is closely related to the electrical major, but has little relationship with other majors. Appropriate adjustments should be made according to the major.

Countermeasures to solve difficulties in mathematics classes

Change teaching methods and methods (1) Strengthen the review of mathematics knowledge in junior high schools. Secondary vocational students generally have a poor foundation in mathematics. In order for them to learn high school mathematics knowledge well, they must be led to review or even reteach the knowledge in junior high school. Special attention should be paid to strengthening the connection between junior high school and high school knowledge. For example, in the three-dimensional geometry part, converting space problems into plane problems requires reviewing the knowledge of parallel and perpendicular lines in junior high school. (2) Pay attention to the introduction of mathematics courses. Design more engaging situations and find ways to stimulate students' desire for knowledge and improve their interest in learning. Special teacher Yu Yi said: Interest is often the precursor to learning. If you are interested, you will be fascinated; if you are fascinated, you can get in, and your learning will be effective. ? (3) Strengthen the application of multimedia technology. In the teaching process of mathematics, if more multimedia technology is used, the teaching effect will be enhanced. For example, when teaching functional graphics, solid geometry and other contents, you can use geometric sketchpad software, and when teaching other contents, you can use slides, Flash software, and Authorware software to make the teaching vivid and colorful.

Strengthen communication between course teachers and professional course teachers, and develop school-based teaching materials suitable for each major. At present, mathematics is a basic course, and the mathematics teaching materials for various majors in most secondary vocational schools are the same. Mathematics teachers have different opinions on which majors require which Mathematics knowledge is not very clear, so it is necessary to strengthen communication between mathematics teachers and teachers of professional courses and compile mathematics textbooks suitable for each major. (1) Two parts of content should be reflected in the compilation process of teaching materials. The first part is a general basic course to meet the needs of secondary vocational students for basic mathematical knowledge. It can provide necessary mathematical knowledge for adapting to life and future career development, and obtain basic mathematics. mathematical literacy. The second part is about professional mathematics courses, that is, teaching materials are compiled according to the mathematical knowledge required by majors. For example, when writing exercises, the majors should be used as the background. It should be noted that when writing teaching materials, attention should be paid to making them interesting. The basic course textbooks in the United States are lively in form, broad in content, lively and interesting, and are worth learning from. We can try to organize and arrange teaching content in different forms such as stories, animations, fairy tales, jokes, etc. (2) The teaching of mathematical knowledge and professional knowledge should be closely coordinated. The teaching of mathematical knowledge should be moderately advanced, and the teaching of relevant professional knowledge should follow closely. In this way, the application of mathematical knowledge not only improves students' interest in learning mathematics, but also ensures the effectiveness of students' mathematics learning.

Reform the performance evaluation mechanism and strictly implement it. At present, the mathematics performance evaluation standards of many secondary vocational schools are too low. As long as students take notes, complete homework, and follow discipline in class, students' usual grades will basically be full marks. However, plagiarism in assignments was serious. Although I took notes, I did not really digest or understand them. Each part of the mathematics course should be divided into several modules, and a corresponding exercise bank should be established for each module. After learning one module, you should take a test on each module. Only those who pass the exam can participate in the assessment of the next module. For students who fail the assessment of a certain module, they are required to use activity classes to make up lessons before taking the assessment. The students lose time for activities, which can encourage them to study hard in the next module. Schools that have the conditions can make teachers’ lectures into videos for students to study on their own. A system of elimination will be implemented for students who fail the make-up examination.

Implement necessary punishment mechanisms in the classroom. In mathematics classes, teachers cannot completely solve the problem by coaxing appreciation, and necessary punishment mechanisms are needed. Discipline violations such as talking casually, napping, reading miscellaneous books, and playing with mobile phones in class must be resolutely stopped and punished accordingly, but this punishment is not to insult or corporally punish students in disguise. Punishment can be done in a light and humorous way, for example, a student who dozes off is punished by singing a song or telling a joke, and a student who talks casually is punished by reciting a poem.

In short, to change the situation of difficulty in mathematics classes and improve students' performance, we cannot do without the joint efforts of the majority of educators and the support of society and families.

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