An Analysis Of Factors Affecting Mathmatics Teaching In Secondary Vocational School

In recent years, the secondary vocational education in China has developed rapidly, but there are still problems such as relatively low social acceptance, atrophy in source of students, funding shortage and so on. Teachers’ basic ability and qualifications lag far behind those in normal high school. Secondary vocational education in our country has been trapped in an embarrassing situation, being " very important, inseparable, but looked down on ". Although a large number of domestic industries have been inseparable from the development of vocational education, in fact,"Even people themselves who are engaged in vocational education look down on it." Many people in the society have discrimination or prejudice to vocational students, thinking that they are losers in the senior high school entrance examination. A variety of public opinions have made vocational students "Lack of both dignity and hope."Due to the expanding enrollment scale, many secondary vocational schools do not set any threshold for admission in order to guarantee full recruitment. There has been a general decline in the quality of students, whose capacity in basic courses, especially mathematics is generally poor. Students lack interest and confidence in their own learning and most students even lack the sense of honor and pride. In addition, students gradually end up in serious emotional weariness influenced by the surrounding environment."Teachers are tired of teaching while students are tired of learning" and teaching effectiveness is unsatisfactory, which results in increasingly prominent contradiction between teaching and learning.This dissertation starts from a brief introduction to the present situation of mathematics in secondary vocational education, followed by the situation of mathematics learning among secondary vocational school students. Class performance, homework and exam results of students from3different classes have been carefully observed in the past year. The findings show that there are still some problems in mathematics learning and teaching effect is unsatisfactory. In order to find out the factors affecting mathematics teaching, questionnaire survey and individual interviews have been applied to investigate the students and teachers. The questionnaire is meant to explore the factors influencing teaching effect, including:(1) The students’ own factors affecting the mathematics teaching;(2) Inherent disciplinary factors affecting mathematics teaching. Moreover, individual interviews is applied to measure the influence of mathematics teachers on the teaching effect, and problems of students’ mathematics learning. The analysis of the survey results reveals that the main factors affecting the effectiveness of mathematics teaching are:(1) Most of the students’mathematics foundation is weak, and there is a serious polarization;(2) Students lack interest in learning and confidence;(3) Students lack good learning habits and some students learn in a serious perfunctory manner;(4) Students’self-control is rather poor;(5) Teacher’s teaching method is dull and monotonous, which fails to promote the students’interest;(6) Poor learning atmosphere weakens teaching effect. Finally, reflection on the existing problems in mathematics teaching will be raised, and some relevant suggestions will be proposed.