Secondary Vocational Mathematics Teaching Present Situation And The Teaching Strategy Practice Exploration

From the worldwide, the high technical jobs make demand of skilled practicaltalented person increased with the consistent development of economy, so particularlyoutstanding to foster high-quality technique talents. secondary vocational education iscome with the requirements and produce; all of the countries’ governments haveshown unprecedented attentions and concerns. Mathematics education play a veryimportant role in training secondary vocational students’ Mathematical literacy, andmathematics course in secondary vocational colleges has been always one of theimportant basic course. It has become the important content of the reform of thesecondary vocational education in how to reform secondary vocational mathematicsteaching and make it play a better education function and service function in thesecondary vocational education. The key of secondary vocational mathematicsteaching is how to spread the process of teaching, how to choose and implementteaching strategy, because it influences the students’ understanding and grasping theteaching content directly.In fact, it exists some problems in the secondary vocational mathematicseducation at present. Such as in the teaching process, we hardly have enough time toteach all the things; in the teaching content, we’ve got more classical but less modernand more operation skills but less mathematics thought; in teaching methods, wemainly used a way more like teacher speak and students listen to and "interpretationand practice" type; in teaching method it is still the traditional teachingmethods—chalk and blackboard. I think that: the selection and implementation ofsecondary vocational education in mathematics teaching strategy, should be fullyconsider the secondary vocational students’ mathematical study present situation asthe prerequisite. Due to its own characteristics, the teaching strategy choice andimplementation of secondary vocational mathematics teaching should associatestudent’s present situation with professional requirement, it should be more flexibleand more professional characteristics. By guiding the teaching strategy choice andimplementation, we can fully arouse the students’ enthusiasm of participation, so thatsecondary vocational students’ math learning from passive to accept into activeexploration.Based on an overview of the domestic and foreign relevant problems, thisarticle discussed the mathematical teaching strategy theory foundation. At the sametime the author learned from the school students of secondary vocational mathematicsabout the learning present situation, by classroom observation, individual interviewand questionnaire survey, understanding the main factors which influence students’learning secondary vocational mathematics in-depth. And then exploring the specificstrategies of classroom teaching by using the theory of teaching strategy actively according to those main factors. Choosing appropriate teaching strategy to carry onthe practice according to different classes and different chapters, and mainly in theform of case to present teaching situation of the implementation of the strategy andreport the situation to the students at last. The fourth chapter of this paper—"thepractice of secondary vocational math teaching strategy research" is full of theauthor’s teaching practices from teaching. The author associate the student’s actualsituation with the secondary vocational mathematics classroom actual need closely,apply the mathematical teaching strategy theoretical guidance, present the effectiveand good materials in the thesis in the form of cases, aiming at giving secondaryvocational mathematics teachers on the front some reference and inspiration.