Secondary Vocational School Students' Math Anxiety Causes And Countermeasures

In the early 1950's, educational psychological community began to pay attention to math anxiety and study the topics about it. Compared with the study abroad, the study in China is much late. Nowadays, domestic and foreign scholars focus the study on the students in general schools. The study on students in secondary vocational schools is neglected. Although the two have some things in common, there are many different characteristics. In view of this, it is essential to investigate the status quo and the causes of math anxiety in secondary vocational schools, get a powerful and convincing first-hand information to adjust and improve the moderate degree of math anxiety in vocational schools.With these questions, the author makes 340 students as investigators from grade one to grade three in a secondary vocational school, employs Math Anxiety Scale developed by the determination, statistics math anxiety level of students the status quo. Meanwhile, in order to get the probable causes of math anxiety, the author interviews and surveys a small part of students and makes the questionnaire to measure the causes of math anxiety. According to the causes, the author adjusts the classroom teaching strategies in math anxiety among vocational students. The major findings are following:1. Math anxiety commonly exists in the students in secondary vocational schools, more than 38.8 percentage belongs to higher or lower degree.2. The score is significant according to the grade, students in grade three is higher than Ss in grade one and grade two. The math score is a significant negative correlation to the degree of math anxiety, but not significant in sex.3. Lower self-efficacy, fault math concept, negative math learning environment, higher or lower motivation, poor math ability and math learning strategy can cause math anxiety.4. Moderate teaching method can effectively adjust the degree of math anxiety. Against the conclusion of the study combined with relevant theoretical analysis, the research suggests following to adjust the math anxiety of secondary vocational students:1. Classroom teaching of students at different levels must be different levels of requirements, to take the "low threshold, small steps" approach to enable students to feel successful, to arouse confidence.2. Combine the history of mathematics, the creation of "Fun, new, live" learning environment in teaching classroom.3. Follow the "jump-jump, eat peach" principle, to help students formulate learning objectives which they can be achieved.4. Strengthen the positive factors, the weakening of negative factors, supplementary cognitive defects, supplemented by the form of after-school tutorial, and promote the students'learning ability.5. Pay attention to the coordination of emotional functions, and create a pleasant learning atmosphere of relax and promote a virtuous circle of teaching.6. Note infiltration of metacognitive knowledge and learning methods of teaching content and problem by setting the context, consciously training students'learning strategy.