The Grade In The Mathematics Classroom, "said Math Activities, Teaching And Research

The core of teaching and learning is communication, which is also the key in vocational mathematics teaching. Through communication, teachers can impart the knowledge to students, making knowledge obtained and understood by students, Meanwhile, teaching feedback can be gotten by teachers. But a great deal of teaching practice shows that far more needs to be done in communication in mathematics class in vocational school and"saying mathematics", an important communicative activity, is also not taken well. Usually, it's very boring in mathematics classroom and spoon-feeding education makes students lose interests in mathematics learning. Their unwillingness to express their opinions in classroom increases difficulties in communication between teachers and students.There are many researches and thesis about mathematics communication and saying mathematics in periodicals at home, which cover both primary school and middle school teaching. But the researches on mathematics teaching in vocational school are not involved. The same is true with"saying mathematics"in the perspective of with class teaching. Therefore, to learn the condition about"saying mathematics"in vocational mathematics teaching, finding out related reasons and strategies is of great importance.This thesis is based on notion, levels, forms and applications of mathematics communication and saying mathematics, using contexts and criterion of base module learning as reference. By questionnaire and interviews among students and some teachers in Qingdao Electronics School, I can know the situation of saying mathematics in classroom. Trough analyzing I get the conclusion: there are many problems in carrying on saying mathematics in vocational school, which impedes the teaching activity. In consideration of students'learning habits and characters in vocational school, I find problems in both the ways of teaching and learning. In vocational school, most students do not have a good mathematics foundation, and they are not interested in learning mathematics. Some top students think getting high marks in exams is of top importance and don't pay attention to the links among knowledge and learning process, as well as reflections.Some teachers in vocational school do not follow the general law of mathematics teaching, neglecting students'absorption, understanding and feedback of knowledge, and less importance is paid in encouraging students to express their feelings in mathematics learning. In addition, expression in mathematics learning is so abstract that students can't express themselves well, which in turn makes saying mathematics more difficult.The strategies on how to carry on saying mathematics in vocational teaching are given in this thesis, including distinguished teaching strategies in mathematical concepts and definition teaching, mathematical formula and axioms teaching, mathematics ICON and quality teaching, the mathematical problem-solving approaches and skill teaching, mathematics skill impartment and capability developments, etc. Meanwhile, combining the characteristics of students in vocational school, some general requirements and detailed operational processes are proposed, as well as some practical cases in teaching for reference. Only through mutual efforts in both teachers and students, can the best effect can be realizedFinally, I use the strategies in practical teaching in two classes of similar level. The results, collected by questionnaire, student interviews and open test, show: the strategies are helpful to carry out mathematics saying and increase students'interests and participations in learning, which are clearly shown by the significantly increased time and frequency students participate in the class. By further participating and understanding, the students have formed good learning habits and their abilities of analyzing and solving problems are improved.