Research On The Application Of Information Technology In Secondary Vocational Mathematics Teaching In Minority Areas

Information technology has a revolutionary influence on the development of education.Without the modernization of vocational education,there is no education modernization.The use of information technology for mathematics teaching in secondary vocational schools has been relatively mature in the regions with developed education.However,for the minority areas with relatively backward education,there are not many researches on the use of information teaching in secondary vocational mathematics teaching.Because of this,the question is worth studying.Based on a large number of references,this paper studied the application of information technology in secondary vocational mathematics teaching in minority areas by taking Bortala Polytechnic of Xinjiang as an example.This study mainly adopted the method of question research,literature research,questionnaire survey,interview and action research.After the statistical analysis of the data of interview and questionnaire,the author respectively found the problems of information technology in secondary vocational mathematics teaching in minority areas from three levels of students,teachers,schools and society and make attribution analysis on them.According to the research,secondary vocational school students in minority areas have three main problems: low learning ability,weak learning initiative,and poor information technology literacy due to their weak ability in national common language and writing,and the influence of local economy and family education environment.Based on these reasons,The mathematics teachers in minority areas have little connection,connection with new ideas and lack information skills training in schools.There are six problems in the teaching of mathematics teachers,such as unclear role transformation,low enthusiasm,weak operation ability,low utilization rate of mathematics resources,and weak abilityof curriculum integration.Teaching students is the main object,the main participants are teachers,But the teaching cannot succeed without the strong support of school and society.At the social and school level,there are five problems: hardware facilities equipped with deficiencies,the lack of coverage bandwidth of the campus network,the lack of obvious policy support atmosphere for the development of information-based teaching,the insufficient use of education "counterpart support" resources,and the incomplete training of teachers.According to the three aspects of problems found in the research,the author combines the result of literature,the data of interview and questionnaire and the information technology teaching development experience of Bortala Polytechnic,puts forward five principles of information-based mathematics teaching,i.e.reducing teaching starting point,connecting with students' life reality,connecting with professional courses,connecting with social hot spots,and connecting with mathematical software.According to existing problems in teaching,the author gave corresponding suggestions on how to use information technology effectively in combination with the regional characteristics,economic development,national customs and teaching resources.Including vigorously improving the information literacy level of teachers and students in minority areas,guiding teachers to correctly position the new role of teachers under information technology,increasing the utilization rate of mathematics teaching resources,providing information-based teaching policy support,optimizing the allocation of school facilities and resources,and strengthening the "counterpart support" of education under information technology.The purpose of this paper is to make a further development and breakthrough of the information technology in the minority areas in secondary vocational mathematics teaching,to provide relevant suggestions for the rational and effective use of computers by secondary vocational mathematics teachers in minority areas in Xinjiang,and to better services for the reform of secondary vocational mathematics curriculum in minority areas.