Train Vocational Post-secondary Students' Interest. Mathematics Teaching

For quality education, on one hand the mathematics teaching in the vocational school is to provide the students with necessary mathematical tools for their major study, to make them have a good foundation for the major. On the other hand, it is to improve their mathematical quality (mathematical awareness, mathematical ability, mathematical application and mathematical communication). But because of some subjective and objective reasons, the students pay much attention to their majors, and litter to their basic courses. As a basic course, mathematics has the same doom. The students are lack of subjective initiative, enthusiasm and interest. By investigation, we found there were nearly 71. 9% of the students who have little or no interest in mathematics. Therefore, we should combine the characteristics of the mathematics, follow the inner law of mathematical teaching, and make the mathematical teaching more interesting. To cultivate their interest in mathematics is significant for their major study and mathematical quality.Interest, one of the non-intellectual factors, is a complex psychological factor, which is a tendency to know and explore one thing, based on the need to know and explore it. And the study interest refers to the mental tendency which promotes the study to make the study satisfy the need. Study interest is the drive of the study activity, the most practical and act part.Study interest is characteristic of the direction, emotion and motivation. The direction means that the study interest always points to a certain study activity, the emotion means that when the student is interested in the study activity, he will have active emotion such as being satisfied and happy; when he is not interested, he will haveinactive emotion such as being dissatisfied and bitter. And the motivation means that the study interest supports, motivates and promotes the study activity. Study interest, as a mental factor, has abundant outer expression, such as cognition, emotion and perseverance.Interest is not inherent, but is cultivated in social reality, in activity. For the students, study interest is also not inherent, but is formed and developed in study with the further comprehension of knowledge and the master of the skills. The formation and development of study interest includes three levels: formation, development and acceptance, which constituted the structure of interest. The formation and development are influenced by many factors. Only when the students have some need on study activity or the study activity can satisfy one of his requirements, could interests occur, when teaching mathematics, good and comfortable teaching environment is helpful for the formation and development of the interest, the students' cognitive structure can be a factor.Based on the former analysis, to cultivate the study interest when teaching mathematics, we should follow the principles such as independence, success, democracy, and cooperation, except the general principles of teaching mathematics. This paper put forward the following measures: teachers should observe and understand the students' psychological need when teaching mathematics ; according to the content, teachers should properly create some question circumstances with intermediate difficulty; teachers should properly increase their emotion input, to cultivate the active emotion between the teachers and the students, thus have a harmonious relationship; the teachers should continuously improve their teaching level; teachers should reform the traditional mathematical contents,properly add some applicable contents, and extensively introduce some open questions; the teachers should continuously create successful opportunities for the students to enhance their confidence.