Secondary Vocational Mathematical Project Teaching Method Of Practice And Exploration

Project-Based Learning is quite popular in various professionalcourses in vocational classroom instruction, while it is just at the initialstage in the math teaching. The purpose of choosing this subject is tohelp math teachers understand the origin, development, and the innermeaning of Project-Based Learning and to illustrate its general processand key factors when carried out in math teaching.The research objects involved are170students, from3majors in asecondary vocational school, namely, logistics management,e-commerce, sports and leisure. And such research methods areadopted as literature analysis, questionnaires, case studies and actionresearch.During two years of practice and research, such work hasbeen done as survey of math teaching and learning in vocationalschools, case study of the general process of Project-based learning,comparison between project-based learning and conventionalteaching methods and analysis of students activities carried out inproject-based learning.Based on the results of the research, thefollowing conclusions have been made: ⅰIt is feasible to carry outproject-based learning in math teaching in secondary vocationalschools, and students can integrate professional knowledge andmathematical knowledge; ⅱ The design should be diversified,interesting and practical; ⅲ project-based learning is fit for thelearning characteristics of vocational students and thus it can stimulatetheir interest in mathematics and help them study math better.Lastly, some recommendations are also made to get Project-BasedLearning better carried out in secondary vocational mathematicsteaching: ⅰ mathematics teachers should study the professionalstandards and syllabus to combine mathematics with the major better; ⅱ to write the teaching plans or teaching aids which are suitable forProject-Based Learning in math teaching; ⅲ not to take mathteaching as professional course teaching.