Mathematics Teaching Problems And Strategies Of Seeondary Vocational School

Secondary vocational education is an important part of the national education system, andits quality has a far-reaching impact for the development of society and economy. Secondaryvocational schools as the main body of secondary vocational education, and it plays the rolein training secondary professionals. Current, on the one hand, the social and productiveurgently need a large number of professionals, there is an urgent need to develop secondaryvocational education; on the other hand, people generally pay attention to higher education,contempt or discrimination secondary vocational education. Therefore, the teaching problemsin secondary vocational education are more and more prominent in recent years. Mathematicsis an important basal course in secondary vocational education, there are many teachingproblems, among which both objective reasons of teaching hardware and teachers, andstudents’ subjective reasons existed. Only solving these problems, the quality of secondaryvocational education is effectively improved, and the secondary professionals are culturedqualifiedly.The article deals with what mathematics teaching current situation of three secondaryvocational schools in Shouguang are about, we conducted a deep research through theteachers’ interviews and students’ questionnaires, whose aim is to improve students’mathematics learning level as teaching subjects. Research shows, there are many differentfactors of affecting students’ learning, namely, objective factors—teaching settings, teachingenvironment, teachers, and subjective factors—students’ learning motivation, learning interest,willpower, they exert their own action from different angles, and they are key factors ofaffecting mathematics teaching activities.The3rd file is released for “notice of the Ministry of Education about issuing a newlyrevised secondary vocational school’s Chinese etc. seven public basic courses’ syllabus” bythe Vocational Education and Adult Education Department in2009, making a clear request onsix sides of the nature and task, teaching objective, teaching content structure, teachingcontent and requirement, teaching implementation, assessment and evaluation formathematics courses in secondary vocational school. According to the existing problems insecondary vocational school’s mathematics teaching, the article starts from the analysis ofmathematics teaching principles, teaching objectives, content settings, teaching methods, and comes up with such strategies as perfect mathematics teaching system, strengthening theconstruction of mathematics school-based curriculum, carrying out the mathematicssubjectivity teaching mode, improving the structure of teachers and accelerating the growth ofmathematics teachers, reforming math curriculum evaluation system. Focusing on the studyof teaching content settings and teaching methods, we adopt the construction of mathematicalschool-based curriculum and the mathematical subjectivity teaching mode on the basis oflearning and improving, and have a good result.Chapter one is an introduction to analyze the reasons put forward to the topic, content andmeaning of this study; chapter two refers the current situation of relevant study anddocuments; chapter three analyzes the objective and subjective causes existing in mathematicsteaching in secondary vocational school; chapter four analyzes the mathematics teachingsyllabus released in2009from mathematics teaching principles, and studies the instruction tomathematics teaching process; chapter five raises such strategies as improving mathematicsteaching system for solving the existing problems of mathematics teaching in secondaryvocational school.This article shows the important realistic meaning of mathematics teaching reform insecondary vocational education. To reach the goal set for secondary vocational education bythe nation, much emphasis should put on the education scale as well as the education quality.Mathematics teaching is not only the process of teachers’ teaching and students’ learning,importantly but also an activity to let students participate in it, to arouse their learning interestand autonomy, to widen students’ mathematical thinking, for the improvement of mathematicslearning promoting the quick master of professional skills of students.