Applied Research On Cognitive Assimilation Learning Theory In Secondary Vocational Mathematics Teaching

In twenty-first Century,with the continuous development and progress of the society,the demand for the culture of the vocational education is getting higher and higher.However,the quality of the secondary vocational schools is declining,the secondary vocational students' knowledge reserve of the cultural curriculum is seriously inadequate and the methods used in the learning process are too mechanical,which leads to the low efficiency of knowledge learning.In particular,it is not enough to support the rapid acceptance of knowledge and application by secondary vocational students in the secondary vocational school.Based on such prerequisites,secondary vocational education urgently needs a learning method suitable for secondary vocational students to improve the efficiency of secondary vocational students' acceptance and application of new knowledge.Combining the systematization and continuity of mathematical knowledge,the author takes Ausubel's cognitive assimilation learning theory as the core and focuses on the following 4 aspects:whether cognitive assimilation learning theory can effectively improve the learning evaluation of secondary vocational students;to which level the students have the greatest effect and the reasons;and to compare the effectiveness of mechanical learning.The result is more obvious;what is the most important factor in the development of cognitive assimilation learning theory?Because there are some difficulties in the autonomous cognitive assimilation of secondary vocational students,the author takes the "curriculum reform of secondary vocational education under the new situation" as the basis,based on cognitive assimilation theory,occurrence epistemology,emotional education and ecological classroom,and combines the nature of mathematics subject and the status of mathematics learning in secondary vocational school.The teaching mode of assimilation learning theory can promote secondary vocationalkey links in the "cognitive assimilation" teaching model are to wake up the related knowledge by judging the cognitive structure of the students and to arouse the students' independent knowledge and assimilate the new knowledge by means of the pertinent review,and to explore the spirit of the students' exploration and grasp the new knowledge by using the method.The author chooses 20 students in two classes of a health school in Shanghai as the research object through the learning level test.The two groups were selected as the experimental group and the control group to conduct questionnaires,test papers and individual interviews.Two groups of students were taught in the teaching content of "one yuan and two inequalities" respectively.The experimental group used the "cognitive assimilation" teaching model to guide students' autonomous cognitive assimilation learning,and the control group adopted the mechanical learning methods commonly existed among the secondary vocational students.Through comparative data analysis,the author draws the following conclusions:(1)cognitive assimilation learning can effectively improve the learning evaluation of secondary vocational school students.(2)the effect of cognitive assimilation learning on students with learning difficulties and middle school students is quite significant.(3)cognitive assimilation learning has a more positive effect on students in vocational mathematics teaching than mechanical learning.(4)the elements of cognitive assimilation learning mainly depend on the clarity of past knowledge in the cognitive structure of students.