Exploration And Practice For Open Problems In Mathematics Teaching Of Vocational Eduacation

After the implementation of quality education policy is put forward in our country sincethe end of last century, the open problems teaching gradually went into the field of our visionand began to be taken seriously with the full range of quality education. Open question is arelatively new topic. It can adapt to different levels of students. We can expand students’scope of knowledge, arouse student’s study enthusiasm, arouse students’ interest in learning,change students’ learning attitude by open question teaching. We can train students’ ability ofindependent learning and promote their different advantages. So the introduction of openmathematics questions teaching is of great significance to promote the new curriculum reformand quality-oriented education.In order to train innovative talents to meet the needs of modern development and toenhance students’ mathematical quality, this paper studies the new teaching mode of openmathematics questions.Firstly, analized the present situation of research on this subject athome and abroad, expounds the necessity of reform of mathematics education and theeducation value of open mathematics questions. Summarized the definition, classification andcharacteristics of open mathematics question. Secondly, studied the teaching mode of openmathematics questions, the effect of cultivating students’ innovative thinking ability and thefundamental philosophy of open mathematics questions, etc. This paper starts from theproblems related to students’ daily life, leads the students to actively participate in the mathlearning and then further confirmed the active function of open problems teaching insecondary vocational education by analyzing several typical teaching cases. In addition, wehave different classes do comparative experiments to study the difference between openresearch questions and traditional teaching mode.We found that grades of experimental classstudents significantly better than control class by comparing students’ two final exams andsignificant analysis study. In the following questionnaire and teaching reflection after classcontrast we found that experimental class student’s study attitude and study habits are clearlybetter than that of the control class. The results show that open questions not only improvesthe teaching pattern of experimental class students’ mathematics study interest andself-confidence, enhance the students’ ability to discover and solve problems, but alsoimprove the comprehensive ability of students. Finally, according to my teaching practice and experiences, I suggest the implementation in the secondary vocational education teachingmode of open mathematics questions.Undeniably, open mathematics questions also has its limitations on the application. It notonly put forward higher quality requirements for teachers and students, but also need a lot oftime. This is not good for spreading knowledge quickly. So the teaching of open mathematicsquestions can only be aid to traditional teaching, rather than independence from traditionalteaching. we still have many difficulties in widely promote open topic teaching in thesecondary vocational education. We need to combine the traditional teaching mode with opentopic teaching model well together, complement each other, to obtain better results.