The Influencing Factors And Teaching Countermeasures Of Mathematics Anxiety Of Vocational Students

As an important group in the education system of China, secondary vocationalstudents are trapped in inappropriate mathematics anxiety that urgently needed to besolved. The existing researches mainly focus on high school students, whileobviously neglect secondary vocational school students. As a mathematics teacher insecondary vocational school, the author believes that it is necessary to conduct investigationand research on this problem.This paper investigated336secondary vocational students about the extent and scope oftheir inappropriate mathematics anxiety using Mathematics Anxiety Scale, and investigated60secondary vocational students with their objective factors and subjective cognitionsleading to high and low mathematics anxiety using Influencing Factors Questionnaire andSelf Attribution interview, and put forward respectively two sets of teaching strategies againstthe high and low mathematics anxiety according to their psychological characteristics andthinking mode and contributory factors and order, and verify the feasibility and effectivenessof teaching strategies by an experiment teaching process including13secondary vocationalstudents with inappropriate mathematics anxiety.Through the survey about state and causes of secondary vocational students, this paperfound that: secondary vocational students are trapped by mathematics anxiety in differentdegree, more than half of them are inappropriate; there are a certain gender differences inmathematics anxiety level, girls are significant than boys in high mathematics anxiety levelwhile boys are significant than girls in low mathematics anxiety level; the correlationbetween mathematics anxiety and mathematics achievement of secondary vocational studentsgenerally inverted U curve, and the vocational students with moderate mathematics anxietyare better in score; the mainly causes of high mathematics anxiety areself-efficacy, mathematics abstraction, achievement, learning motivation and learning methodand so on, there is an obvious tendency of internal attribution; the mainly causes of lowmathematics anxiety are mathematics abstraction, self-efficacy, teacher evaluation,mathematics concept, teaching process and teaching environment and so on, there is anobvious tendency of external attribution. Through the teaching strategies and experimental teaching, this paper draws suchconclusions: the high and low mathematics anxieties are directly relevant to the abstractionand logicality of mathematics, so that mathematics teaching should be close to the life andmajor of vocational students; the teaching strategies to the vocational students with highmathematics anxiety including improving their self-efficacy, learning ability and commonprogress of teaching and learning according to their internal attribution; the teachingstrategies to the vocational students with low mathematics anxiety including optimizing therelationship between teachers and students, building a harmonious classroom, improvingteaching experience and mental health education according to their external attribution;scientific formulation and flexible implementation of such teaching strategies are obviouslyeffective to adjust the inappropriate mathematics anxiety of the students in vocationalschools.