Concrete measures to improve the teaching practice level of mathematics activity course in secondary vocational school

An analysis of the basic features and main meanings of the mathematics activity course in secondary vocational school

In the past, under the mode of examination-oriented education, the students ' subjective initiative was completely neglected by the test results as the vane in the secondary vocational mathematics teaching. The activity course is to let the students through the participation in practical activities, understand the relationship between mathematics and real life, deepen the understanding and understanding of the mathematics knowledge, and learn to solve practical problems with mathematical knowledge, so as to comprehensively improve the students ' mathematical quality. The secondary vocational mathematics activity class will "want me to learn" to "I want to learn", let the student in the real life self-discovery problem, and the actual question abstract as the mathematical model, and carries on the analysis explanation to it, thus solves the practical problem. In the process of discovering problems and solving problems, we should strengthen students ' understanding and mastery of mathematics knowledge, improve students ' self-thinking ability as well as promote students ' emotional attitude and value creation. The establishment of the mathematics activity course can effectively make up the insufficiency of the specific curriculum of mathematics subject, cultivate students ' interest in learning through practice, strengthen the training of students ' mathematical thinking, realize their interests, special features, and develop their individuality harmoniously, and improve the comprehensive quality of students.

The secondary vocational Mathematics activity course has the basic characteristics of openness, comprehensiveness and autonomy. Openness refers to the mathematics activity class is not confined to the limited classroom and the campus, the broad nature and the social practice life are the classroom resources of the activity class, in the teaching content and the method is also open, can depart from the teaching material by the teacher choice, or the student chooses. Comprehensive means that the mathematics activity class attaches great importance to the integration of the points of knowledge in mathematical disciplines and the connection between mathematics and real life. For example, mathematics in geometry and algebra, data and graphics, reasoning and calculation, and most of the mathematical knowledge in the real life has a wide range of applications, students need to find out in the activity class attentively. The autonomy refers to the mathematics activity class really lets the student become the study master, the teacher just plays the necessary guidance function, can maximize the student's initiative, encourages the student to think independently, the independent exploration, the independent choice and the decision including the study goal, the study content, the study way as well as the activity result concrete presentation form and so on content.

Second, the concrete measures to improve the teaching practice level of the mathematics activity class in the secondary vocational school

We should strengthen the construction of teachers ' ranks and change outdated teaching concepts. The traditional classroom teaching mode is mainly explained by teachers, and students are mainly passive receptive learning. However, this mode of teaching can not adapt to the current form of education, in the context of the new curriculum reform and vocational education, students should not be a simple "container" to receive knowledge infusion, but the subject and builders of learning activities. Teachers must change teaching concepts, respect the individual differences of students, and promote students ' individualized development as the goal, and create conditions and space for students ' individuality development. Carry out regular job training activities for teachers, learn the concept of cutting-edge education, cooperate with relevant enterprise units, organize teachers to study on the first-line of professional production, combine textbook theory with first-line production practice to enrich students ' knowledge reserve and cultivate students ' practical skills.

Based on the mathematics teaching material of secondary vocational school, multi-party extended the teaching method of activity course. Textbook and classroom teaching are the basic teaching resources of mathematics teaching in secondary vocational school. However, the textbook has certain limitations, it is impossible to all-encompassing and exhaustive. Therefore, the activity class is the best supplement to the textbook, with the textbook and the syllabus as the basic support, flexible use of the textbook examples, in-depth exploration of the potential mathematical teaching activity function, around the concept, nature, axiom and other mathematical regularity conclusions, training students to establish practical awareness. To find the application of regular conclusions from practice, and then prove this conclusion by hands-on practice. Improve students ' self-exploration spirit and train students to establish correct practice concept. In addition, the activity course should make full use of the Post-class section in the mathematics teaching materials of the secondary vocational school, for example, "think a thought" and other content, according to these content Design activity lesson topic, not separated from the teaching material knowledge point, but also can flexibly use and expand the knowledge, cultivate students ' practical ability.

Highlight the students in the study of the subject status, so that students to complete the process of self-activity. In practice, it is only through effective practice that students can really translate the mathematical knowledge they have learned into their own things, and then apply them in the practical activities later. Therefore, teachers should seriously study the teaching materials, combined with the specific situation of vocational education oriented to professionalism, the actual case as the teaching carrier of the mathematics activity course, design reasonable and feasible activity plan, try to arouse all students ' learning enthusiasm, encourage them to practice, put into the exploration of learning, so as to acquire knowledge and skills independently. To carry out mathematics activities in the form of group activities. In the process of carrying out the activity task, the team members each play different roles, which are indispensable and division of labor. This requires the students to cooperate and cooperate with each other. Teachers should fully consider the individual differences of students in the arrangement, with the students ' voluntary combination and the teacher's moderate control, and reasonable collocation of the group members, to ensure that each member can effectively participate in the learning activities, the main specific activities are students to complete their own, the teacher is only to guide and guide the role. In the group activities, to develop the students ' teamwork ability and self-expression ability. After the end of the event, teachers should make appropriate comments and summaries, with an objective, fair and impartial attitude to evaluate the contents of the activity course, so that students understand their own learning more clearly, recognize their own shortcomings, clear the next step in the direction of efforts to achieve complementary advantages, so that students achieve greater progress.

Concrete measures to improve the teaching practice level of mathematics activity course in secondary vocational school