A Study On The Teaching Strategies Of Mathematics In The Secondary Vocational Schools

According to the National Medium and Long Term Program for Education Reform and Development (2010-2020), it is required to develop vocational education vigorously. With the adjustment of the entrance examination policy,the specialty-oriented enrollment plan in Jiangsu province has been almost-doubled in the past three years. While the teaching materials used in the secondary vocational schools have stayed the same,there exists some problems not to be ignored in the vocational mathematical teaching.The main methods used in this paper are documentation method, questionnaire survey method, comparative research and action research method. The whole paper is divided into six parts in all. First, it systematically elaborates the background, significance, content and methods of the research.Based on the above-mentioned part, it expounds the related documents and materials about teaching strategy researches in the secondary vocational schools at home and abroad. Then, it carries on a comparative study on the requirements in secondary vocational mathematical teaching as well as the examination syllabus among specialty-oriented schools. Next, it investigates the present situation of mathematical learning among the specialty-oriented students by the questionnaire survey:Students’ weak mathematical foundation results in them lacking in mathematical learning enthusiasm; Students’ negative study psychology causes them to lack self-confidence; Being no correct learning attitude leads to them losing the motivation to study. Meanwhile,it further analyzes the causes of problems, intended to explore the specific strategies in specialty-oriented mathematical teaching by action research method:using the Paragraph Teaching to deepen the teaching content by the examination syllabus, using the Learning Guide Teaching to cultivate students’ autonomic learning ability based on the specialty-oriented teaching materials and using the Level-divided Teaching in class to arouse students’ learning interest according to the major taught by the teacher.Last,it draws the final conclusion that the teacher should elaborately design teaching to stimulate students’ interest in learning, respect students’ individual differences to guide students’ autonomic learning and carry out the formative assessment to promote students’ overall development.To sum up,it preliminarily reveals the difference between the teaching requirements in mathematics in secondary vocational schools and the teaching syllabus in mathematics and try proposing several common teaching strategies for mathematical teaching in specialty-oriented schools to help our teachers out of misconception in secondary vocational mathematical teaching.