Practical Research On The Life-oriented Mathematics Teaching In Secondary Vocational School

For a long time, there is a widespread contradictory phenomenon in the middle schoolmathematics education:on one hand, mathematics is very useful; On the other hand, thestudents learned mathematics but never use. Although,with the development of educationcurriculum reform, the profound changes of the comprehensive education have occurred inour country: The value orientation in the teaching goal pay more attention to comprehensiveand free development of individual; The teaching strategy has obvious cooperative andparticipative, experienced and exploratory characteristic; In the teaching content respect,teaching material, which has a single break,have reformed and reorganization expansionaccording to individual student in real life. However, the middle school mathematicscurriculum design extremely emphasize knowledge systemic, integrity, theoretical, from reallife and social reality, lack of full and possible life construction.In recent years, a large number of wise education workers domestic standing in the timefront row made every effort to promote “the life of reconstruction”,gradually realized theessence of life-orientation in mathematics teaching, begins to pay close attention to“life-orientation of mathematics teaching”. Especially since the curriculum reform,theoretical elaboration blots out and the life-orientation breath is everywhere. But manyproblems of classroom teaching in dealing with the relationship between teaching and life stillexists. Part of the classroom teaching break away from life seriously, part of the classroomteaching has the simple coincidence to life. Especially students’ mathematical knowledge areserious disconnect to application in secondary mathematics classroom, mathematicalconsciousness in application is extremely weak, the current situation is concerned.From the existing literature study, we found that the life-orientation of mathematicsteaching domestic is more discussioned theoretical, and micro levels of practical research anddepth is less, some conclusions still confined to descriptive. Therefore, this study tries tofocus on life-orientation of mathematics teaching goes with secondary mathematics classroomteaching, this paper discusses the teaching strategy in teaching contents and organization andaccumulate the teaching material, in order to forward valuable Suggestions in teaching reformof secondary mathematics classroom.The academic performance of students in both the experimental class and the controlclass should be tested twice with the experimental method and a questionnaire should beanswered in aspect of mathematical learning interest,students’ attitude toward thelife-orientation of mathematics teaching and the application of mathematics in aspects ofstudent life teaching,discusses that if there are differences and its reasons and the differences of students’ development impacts.Through the statistical analysis of test results, there are themain conclusions:There are not significant differences between experimental class and controlclass before the application of the experimental method.But the implementation oflife-orientation teaching strategy three months later,we found that there are significantdifferences between the two classes. At the same time,the life-orientation of mathematicsteaching which is used in the experimental class including teaching content and organizationalform,is get recognized to most students. The students who have learning enthusiasm ishelpful.Based on the results of the study, the author has the following suggestions: first，theconsideration of mathmatics teaching should be given to life-orientation as well asmathematical, but the life-orientation of mathematics teaching cannot overflowed;second,teachers’ teaching should combine social hot and students’ professional background,innovate teaching organization form, pay attention to “practice”; Meanwhile, life-orientationof mathematics teaching should focus on students’ sustainable development and providesstudents with the humanistic care.The teaching contents involved in life have further thinking and researchful space in thisstudy. Meanwhile, the reform of patterns for teaching and learning in secondary mathematicsclassroom will be very meaningful,if we pay more attention to the further extend andexpansion, conducive to the strengthening of classroom teaching practice, richenmathematical theory and practice research, hoped relevant research can provide teachingreference opinions for secondary mathematics classroom.