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The Case Analysis Of Classroom-based Teaching Tact With Mathematics In Secondary Vocational School

Posted on:2018-03-25Degree:MasterType:Thesis
Country:ChinaCandidate:F XuFull Text:PDF
GTID:2347330515472014Subject:Subject teaching
Abstract/Summary:PDF Full Text Request
In accordance with the requirements for the development of the national vocational education,the design of the content of vocational mathematics should be student-centered,and should adapt to the students' actual situation.But there are a large number of students with mathematics learning difficulties in the students of secondary vocational schools,which brings certain difficulties to the mathematics teaching.Mathematics class in secondary vocational schools is complicated and all kinds of unpredictable emergencies often happen.It requires teachers to use their tact to face the emergencies with calm,and to reasonably convert them into the teaching resources.Therefore,the use of tact in classroom teaching is the necessary condition for teacher to flexibly control the various unpredictable situations.Mathematics teachers in vocational schools should use the concept of tact in classroom teaching,and fully explore the generative resources available in the classroom.Based on the students' actual situation,the teachers should stimulate the students' curiosity,let them take part in the process of mathematics learning,and exercise their initiative in order to enhance the effectiveness of the mathematics class.The use o the tact in classroom teaching will become important method to help the students with learning difficulties out of the plight of mathematics learning,and gradually improve the current situation of mathematics teaching in secondary vocational schools.The thesis is divided into seven chapters.The first chapter is the introduction part.In this chapter,the research questions are presented under the research background.It expounds the present situation of research on the tact in classroom teaching,and for the need of the existing of a large number of students with mathematics learning difficulties in secondary vocational schools and the demand of the secondary vocational mathematics class,it introduces the research purpose,research significance,research ideas and research methods of the cases in classroom teaching tact.The second chapter describes the characteristics of secondary vocational mathematics,which provides a theoretical basis for the study of the status quo of mathematics classroom learning in the fourth chapter.The third chapter is the definition of the related concepts.this chapter defines the concept of tact,teaching tact and the concept of two dimensions of teaching tact.The fourth chapter analyzes and summarizes the causes of the vocational students' mathematics learning difficulties and their learning condition according to the survey results of mathematics classes,and furthermore it points out the necessity of teaching tact in mathematics class.The fifth chapter introduces the theoretical basis of the study of the case in mathematics teaching tact in secondary vocational school,and expounds the characteristics of the cases.The sixth chapter elaborates the category,the process and the concrete analysis and the summary of the cases,which is the key part of the whole thesis.The seventh chapter is the evaluation and summary of typical cases of secondary vocational mathematics classroom teaching tact.From the two angles of teacher evaluation and student evaluation,teaching tact's impact on the effectiveness of the class and the role in converting the students with mathematical learning difficulties into gifted students are investigated.In the end,it puts forward some suggestions on using the teaching tact in secondary vocational school mathematics class.In summary,based on the secondary vocational students' cognitive differences in learning mathematics,their thinking characteristics,the learning situation of mathematics class and so on,the author hold the opinion that the classroom teaching tact is a necessary requirement to solve the class accidents.In this thesis,the case study is used to describe and analyze the typical cases of classroom teaching tact.It also expounds that the teachers use teaching tact to capture the opportunity for students' develop,and transform them into generative resources of class to achieve the teaching objectives.The correct use of teaching tact not only improves the effectiveness of mathematics classroom teaching in secondary vocational schools,but also improves the learning enthusiasm of students with learning difficulties.
Keywords/Search Tags:Secondary vocational mathematics, Students with learning difficulties in mathematics, Generative resources of classroom, Teaching tact, Case study
PDF Full Text Request
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