The Current Situation And Strategy Research Of Secondary Vocational Mathematics Teaching

Secondary education, as the education type closest relating to the economic society, has trained large quantities of high quality workers and technical talented persons for our country's socialist construction enterprise. It also impels our country's reform, opening and the modernization powerfully. Secondary mathematics education, as part of secondary education, has made great endeavor in course content reform and mathematics education strategy, and has obtained good results: the research study has entered the class, and the teaching on different students levels has made unprecedented progress, but simultaneously there is a big gap in vocational school mathematics teaching: the students are not active and interested in mathematics study, and their academic record is bad, and also the teachers' teaching is not connected with the students' study, the teaching assessment system is too inflexible, and so on . In order to change this situation and reform traditional education and teaching theory, keeping to humanist teaching idea, this article has made research in vocational school students' characteristics and mathematics teaching malpractice as well as my teaching practice. So I propose the teaching strategy and the study strategy to the vocational school students. It- is proved that the series of educational and teaching strategy in vocational schools can make mathematics teaching face all students, and fully arouse students' enthusiasm. It also cultivates students' independence, creativity, practical ability and the innovative idea, and gradually realizes transformation from exam education to all-around development education. Firstly, the question is raised on the foundation of the summary of the literature, and then through the investigation to the current situation of secondary vocational mathematics teaching, the result is analyzed in five parts: Firstly, the key problem to enhance the student mathematics result is the students' attitude; secondly, to deal with the relationship between mathematics content and the task of study; thirdly, through questionnaire feedback to urge the teachers to explore the teaching method; fourthly, the necessity to raise psychological quality; lastly, to enhance the aim of teaching and pay attention to the application of knowledge. Furthermore , the article elaborates the target and status, the principles and the expectations of secondary mathematics teaching. Finally it puts the stress on the strategies of secondary mathematics teaching in eight parts. Firstly, we should show the students our humanistic and study care and turn their interests in mathematics study. Secondly, it discusses the goal of secondary mathematics study. Thirdly, we should realistically choose the proper teaching methods and lead the students to participate. Fourthly, we should reform the assessment of mathematics result, and make it well reflect the study state and result. Fifthly, we should build up pleasant and harmonious relationship between the teachers and students. Sixthly, we should teach different, students with different methods. Seventhly, we should teach the students basic study methods, and offer the necessary guidance and advisory. Eighthly, we can experience the effect of these strategies and help the students build up their confidence. In order to test the function of these strategies, from my two classes, I randomly choose one as the experimental class and the other as the control class. The above teaching strategies are used on the latter one. It is proved that we can get better result.In short, in view of the requirements of the existing teaching materials for students of different professions and the mathematical study of training objectives, the teachers should clearly recognize the situation of education, powerfully increase the teaching reform, regularly study the in-depth teaching strategies, hard study teaching philosophy, update education concepts, constantly accumulate teaching experience and make continuous exploration and practice in the choice of teaching materials and teaching strategies.