Teaching Research On Mathematical Modeling In Higher Vocational Colleges From The Perspective Of STEAM

Mathematical modeling is considered to be an important tool to solve practical problems of life production because of its interdisciplinary integration and practical operation.Cross-disciplinary STEAM education,which is emerging in the world,provides an effective way for mathematics modeling teaching in higher vocational colleges.It helps teachers to put scientific situation,technical means,engineering thinking,artistic sentiment and mathematical literacy in the situation of problems encountered by students,so it has the value of educational research and educational practice.As a result,re-examining the mathematics modeling education in higher vocational colleges from STEAM perspective can be used for the present time in China A New Approach to Mathematical Modeling Teaching in Higher Vocational Education.Based on the integration of STEAM education concept and mathematical modeling course,this paper selects the students of intelligent control major in the first grade of a vocational college in Quanzhou as the research object,mainly adopts the research methods of literature method,questionnaire method,interview method,experiment method and so on,and discusses the mathematics modeling teaching in higher vocational colleges.First of all,according to the content analysis of the national college students’ mathematical modeling competition in the past10 years,and the teaching questionnaire for higher vocational students,combined with the interview of the first-line teachers in higher vocational education to understand the teaching status of mathematical modeling in higher vocational education.Secondly,according to the STEAM education idea and mathematics modeling course,the teaching goal matrix is put forward.And then put forward the STE of integration The AM mathematics modeling course design,thus carries on the classroom teaching experiment research,specifically selects two pre-test result does not have the significant difference class as the experiment class and the control class,the experiment class adopts the STEAM idea teaching method,the control class adopts the traditional teaching mode to carry on the normal teaching,always maintains the independent variable all the same in the experiment process,and records the higher vocational students classroom study behavior through the classroom observation scale during the teaching period.At the end of the experiment,the post-test and teaching satisfaction questionnaires were carried out on the experimental class and the control class,and the data obtained from thequestionnaire,the post-test results and the classroom observation data were all carried out by spss24.0 statistical software According to the processing and analysis,and then combined with the analysis of research,students’ post-interview and students’ final training of engineering products to put forward teaching suggestions.Research conclusion: after three months of integrating the STEAM concept of higher vocational mathematics modeling course,the representation simplification,mathematical modeling and divergent innovative thinking ability of higher vocational students improved significantly,and the ability of application level was further enhanced.In terms of teaching satisfaction,there are significant differences between experimental class students and control class students in terms of subject interest,learning activities,innovative thinking,learning effect and teaching identity.In the classroom observation,there were significant differences in listening behavior,speech behavior and practical behavior among the students in the experimental class,and there was no significant difference between thinking behavior and irrelevant learning behavior.The engineering thinking of the students in the experimental class can optimize the production of engineering products.Based on the research conclusions,the corresponding teaching suggestions are put forward:interdisciplinary selection of teaching content,appropriate supplement of pre-mathematical knowledge,enhancement of students’ ability of "long thinking ",in-depth understanding of mathematical modeling through multiple representations,and deepening the connection between engineering thinking and engineering products.