Research On The Integration Of Mathematics And Specialty Practice In The Secondary Vocational School

In the vigorous development of vocational education, there is a new issue in front of every vocational school teacher. That is how to carry on the teaching reform. Mathematics is a basic course. If its teaching can cooperate with other specialized courses, students'interest will be motivated and the class teaching effectiveness will be optimized. At present, a increasing number of cases related with the vocational purposes are added in the mathematics teaching materials. But there are still not many cases involved in automotive maintenance. Therefore it is important to practice and study on class teaching integrated mathematics with students'major-automotive maintenance.Based on the theory of the curriculum integration, the author analyzed present teaching situation and its effectiveness in the view of a math teacher. And from the study on the practice, there are some sensible and rational proposal given in this paper.There are six chapters in the paper. The first chapter gives the background and significance of the study. The second chapter is the analysis of the present study situation in China and the theoretical base of the study from Constructivism and Situated Cognition. In the third chapter, a brief introduction of the subjects, methods and process of the study is given. The results of investigation and analysis of students'learning are indicated in the fourth chapter. The fifth chapter is the most important part. It gives the teaching case of the integrating mathematics with automotive maintenance and the class effectiveness is analyzed in this chapter. The paper draws the following main conclusions:Firstly, it can completely doable and effective to carry out situated mathematics teaching with automobile maintenance. Secondly, it can motivate students'interest in mathematical learning, and optimize the teaching effectiveness in class. Thirdly, it can be found that the students' capacity of solving mathematical problems has been more significantly enhanced in general than that in the relation of profession. Finally, there is not obvious effect on those students who are not good at mathematics and professional courses. In the sixth chapter, it summarizes the achievements of the study, and gives some proposals about curriculum, teaching contents, teaching materials and quality of teachers.