Vocational Reflective Teaching Of Mathematics Research And Practice On

Since the reflective teaching was introduced into China, it has developed rapidly. The reflective teaching method is in favor to develop the teaching practice and advance the teaching theory, so it has become a bright spot of education reformation. Higher-vocational education, as the main position of cultivating high-tech and practical talents, should give much importance to cultivate students' self-reflection consciousness, improve their abilities to obtain knowledge independently and to solve practical problems. In this way, the talents can meet the challenges and diversities of the future society.1.This article discusses the necessity of reflective teaching in math for higher-vocational education from these aspects: developing background of higher vocational education, cultivating aim, and the place of math in higher-vocational education, etc. The penman examines the situation of reflective teaching on the basis of reviewing data of reflective teaching theory and its application from home and aboard. Basing on abundantly studying reflective teaching theory and other related academic knowledge, uniting with the characters of higher-vocational education, I define the "reflective teaching of math in higher-vocational education" and discuss its characters2.I discuss the theoretic basis of reflective teaching of math in higher-vocational education in order to understand its essence clearly. Dewey's reflective thinking theory discusses the relationship between reflection and teaching; Meta-cognition theory deepens and widens the reflection concept; Criticism theory emphasizes the importance of obtaining knowledge from reflection and criticism. Action-research theory lays a theoretical foundation for reflective teaching, and it supplies the operation frame for the practice of reflective teaching.3.I analyze the teaching main body in higher-vocational math reflective teaching system, and I discuss the characteristics of student element, teacher element and the features of their relations. In this system, student is not only a participator in the teaching activities, but also a cooperator studying together with other partners and teacher, even a reflective practitioner; Teacher is not authority of knowledge but promoter of students' study activities, reflective practitioner who takes every measure to improve his own reflection consciousness and to renew his education concepts; The teacher-students relationship is a new type in which students and teacher can dialogize equally, teacher is the first among equals.4.I discuss the reflection and choice of teaching instruments through analyzing teaching instruments. In teaching practice, teacher doesn't copy others' research fruits, but through reflective practice adduct extrinsic theories as his own beliefs, enrich and enhance his own theoretic accomplishment continually; Through the reflection of practical instruments, conclude more effective teaching strategies and methods of reflection teaching math in higher-vocational education to improve his own teaching-means and teaching effects.5. Basing on mastering the reflection-teaching theory and combining with the students' characters in higher-vocational schools and the features of vocational education, I conclude the design flow and its complete practice process of reflective teaching of math in higher-vocational education, and supply concrete examples for the actualization of the reflective teaching.6. Through experiment and investigation on mathematic reflective teaching in higher-vocational education, I think reflective teaching can foster the cultivation of students' reflective sense. We design questionnaire according to reflective teaching theory. Through investigation we know the level of higher-vocational students' reflection sense. Then we carry out teaching experiment for one year, the experimental results suggest that the students have made great progress in self-reflection consciousness and abilities to solve problems. At last, I point out some problems that need us to discuss through reflecting mathematic reflective teaching.