Research On The Application Of Teaching Strategy Based On The Investigation Of Current Math Concept Teaching In SVS

Jonassen,an American educational psychologist, and some other scholars, put forward a new way to classify knowledge, knowledge of well-structured field based on the concepts and skills and knowledge of ill-structured field on the basis of interrelated knowledge. With this classification, Spiro et al try to explain what study is. They believe that study can be divided into two categories, that is, primary study and advanced study. Primary study is at a lower level, while advanced study is the higher one in which students are required to grasp the complexity of concept and put it skillfully into specific situations, and therefore the higher level involves lots of problems about ill-structured field. According to those theories, Jonassen raises a hypothesis that to acquire knowledge should go through three stages, the primary study, the advanced study, and the expert study. Spiro thinks traditional teaching does not distinguish the boundary between primary study and advanced study, because the traditional teaching put the teaching strategies of the primary study unreasonably into the advanced study, such as the whole divided into parts, focus on the general principles of study, the set-up of the basic characterization of a single standard, etc. which makes teaching oversimplification.As a base knowledge, math does not have the function as an instrument of examination for the entrance in the Secondary Vocational School, meanwhile, faced with the job-hunting pressure, students of the school have to be armed with the ability of practical application of knowledge and the ability of strong knowledge of migration, so, students will find no reason at all to study math if it can not be migrated into their professional field or their daily life, and even the teaching content are reduced less further or lower the difficulty of the course they will still feel unnecessary to study it if studying math can not give them pleasure.Math- teaching in middle technical school therefore should not be confined to only the simple mathematical concepts and monotonous repeated basic exercises, but show students how to grasp the relationship between mathematical concepts and how to use the math knowledge in specific situation. To enhance students'awareness of the application of math knowledge in their professional field is also needed. In other words, math- teaching in Secondary Vocational School should not only involve students'knowledge of well-structured field, but pay more attention to their mathematical knowledge of ill-structured field as well.For many complex reasons, most students of this kind of school have a weak basis concerning study, among which, math knowledge labeled as the weakest. Moreover, the teaching goal is unclear. Under the guidance of such goals like"the equivalent of high school","practical and applicable are enough","Services for the major courses", math- teaching as a base course in the Secondary Vocational School confront an unprecedented difficult situation. Confronted with such circumstances, how to handle the relationship between math course and major courses and how to deal with these conflicts for the math teacher?To better understand these issues, the author conducts a research by visiting math teachers, major teachers, and students of Secondary Vocational Schools in Henan Province. By statistically analyzing the scores of both math course and major courses of some classes and designing a questionnaire for students and teachers, conclusions are reached as follows:1. Teachers and students generally agree that there is relation between math course and major courses.2. Contemporary math- teaching in the Secondary Vocational School can not well satisfy the major courses'demand for math knowledge.3. Math teachers generally believe the teaching of math concept should be combined with the students'major, but actually this combination is rare.4. Most students know there does have some relationship between math course and major courses, but they can not tell what it is.To summarize, current math-teaching in Secondary Vocational School emphasize too much the teaching method of deductive reasoning inside math system itself, which is far away from students'major and the reality. Math teachers mostly teach only from the math's status as a theoretical base course, but less consider the value of the practical application of math and the impact on math from other courses.By theories such as constructivism and the investigation as mentioned above, the author proposes some strategies which may make the major awareness penetrated into the math teaching process in Secondary Vocational School.1. Know what students want and select appropriate teaching material. (1) Be familiar with the teaching materials, acquaint with the knowledge of students'major, and try to find the correlated point between the two courses.(2) To deal with math teaching material flexibly according to students.(3) Adjust the focused part of math teaching material in accordance with the different characteristics of majors.2. Carefully design math class.(1) Before introducing math concept first learn how much students have already known about it.(2) The students'background of major should be concerned while teaching math concept.(3) math-teaching should be timely combined with students'major to make them form a whole network of concept.(4) Application of concept related to students'major.3. Math homework closely linked with students'major.(1) Choice of homework.(2) Supervision and guidance of homework.(3) Evaluation of homework.