Research In Case Study Teaching Method In Higher Vocational Mathematics Education

Case Study Teaching Method is new style teaching method which aims at developing students'ability, and is quite different from the traditional teaching, which always gives prominence to teacher's principal status, and focuses on unidirectional dialog while the teaching material are fixed consistently for years. Case Study Teaching Method reflects the teaching and learning idea of the structural theory of knowledge of the humanistic ideology and modern psychology, suits with the internal cognition order for learners to construct and accept knowledge while conforming to the practical rules of consistently enhancing and exploiting oneself of human beings in the process of socialization, which is the secret of vitality of the Case Study Teaching Method.This thesis, through documentation and experiments and in consideration of the character of higher vocational mathematics education, elucidates the positive function of Case Study Teaching Method in higher vocational mathematics education by analyzing, processing and clarifying the existing research achievements. On the base of my knowledge regarding pedagogy, psychology and related professional information blending with my years of education experience, I myself have done the research work and practice with higher vocational mathematics education in the following aspects:1. A comparatively detailed summary of Case Study Teaching Method. Starting with the history of Case Study Teaching, I herein analysis the nature, character and value of Case Study Teaching Method one by one, and also set forth the types and structures of it. To have a good command of Case Study Teaching Method, the related definitions of Case Study Teaching Method, such as Case Study Teaching Method and Case Study Teaching Method in higher vocational mathematics education, case of teaching and case teaching materials, Case Study Teaching and Exemplification Teaching, are differentiated and analyzed.2. A analysis of the current situation of Mathematics Case Study Teaching in higher vocational education. The training targets of higher vocational education, whose kernel is the student practical ability and innovation training, are practical vocational and technical personnel which are facing the grass roots and the manufacture forefront and in conformity of the social production, social lives and service practice jobs. Therefore Mathematics Teaching in higher vocational education is quite different from the mathematics teaching in general undergraduate education. The main tasks of Mathematics Teaching in higher vocational education are: first, students are supposed to learn and further have a command of the elementary knowledge and basic calculation ability of this subject on the basis of their existing basic cultural knowledge; ability of using calculating devices, the mental competence in mathematics logic and ability of practical application; secondly, students must be provided the necessary and effective"tools", so that they will be provided with the basic knowledge and calculating ability for professional subject study; thirdly, students'awareness and ability of innovation can be developed by utilizing the character of mathematics class itself.3. Researches on the principles, method and general procedures of Case Study Teaching in higher vocational mathematics education. There are many ways of Case Teaching, among which, I think, through my research and practice, the Questionnaire Method, Oral Teaching Method, Simulation Method, Discussion Method and Exercise Method are comparatively effective for Case Study Teaching in higher vocational mathematics education. Further more, I also give consideration to the restriction and countermeasure of Case Study Teaching in higher vocational mathematics education on the basis of the analyses to the principles which Case Teaching shall adhere to. There are no fixed methods of Case Study Teaching in higher vocational mathematics education, but the procedure of it are much the same, which, I think, can be divided into four stages: Preparation Stage before Class—Analyses Stage—Discussion Stage—Summary and Evaluation Stage.4.Experiment in Case Study Teaching in higher vocational mathematics education. Mathematics Case Teaching has multivariate value, which shall not be merely scaled one-sided by marks. Through the case teaching activity, the following experiment results have been reached:I. Case Study Teaching Method in mathematics education brings students the progress in Mathematics, and it is visible to the top students and middle level students, and very glaring to slow students;II. The influence to students'attitude and interest for study mathematics is also in conformity with the above rules, we can see that the students have shown positive attitude to Case Study Teaching Method in mathematics education, and the relationship between teachers and students are more and more harmonious.III. There are great changes in students'self consciousness, team work and enthusiasm;IV. Teachers'teaching and research ability have been promptly improved.From the above, Case Study Teaching in higher vocational mathematics education has enhanced students'comprehensive awareness, team work spirit, harmonized the relationship between teachers and students. Students'principal consciousness has been developed, and the initiative and enthusiasm are also greatly improved, where the value of Case Study Teaching in higher vocational mathematics education is demonstrated.