Research On Mathematics Course Teaching In Secondary Vocational Pre-primary Education

In June 2014,President Xi Jinping made important instructions on the development of vocational education in China,and pointed out that vocational education shoulders important responsibilities such as cultivating diversified talents,promoting talents for employment and entrepreneurship,and cultivating technical skills.It is necessary to attach great importance to the construction and development of preschool education.Under this background,this paper takes the secondary vocational students of preschool education in the above-mentioned colleges and universities,and studies the teaching of mathematics courses in preschool education.In the study,this paper uses questionnaire survey method,literature review method and interview method to investigate and analyze 341 secondary vocational students in preschool education of Shangrao Teachers College.First of all,on the basis of defining and clarifying the three core concepts of "secondary vocational students","preschool education" and "mathematics curriculum teaching",it will pave the way for the discovery or improvement of problems,research and discussion and conclusions.Then,based on the relevant theories and practical results of the teaching of mathematics curriculum in pre-school education in secondary vocational schools at home and abroad,according to the survey results of the current situation of mathematics teaching in preschool education in Shangrao City,the data collation and data statistics analysis are carried out,and the current situation is studied from the mathematics curriculum of students.The two dimensions of teacher teaching status reveal the current situation of the teaching of mathematics curriculum in preschool education in Shangrao City,the remaining problems and the main causes of the problems.After further investigation and interviews,it was learned that the above problems were caused by three factors.In terms of individual students,there is no clear understanding of mathematics learning,and there is a general lack of self-confidence.On the teacher side,through investigation,it is found that the main problems in the teaching of mathematics courses in preschool education majors of Shangrao Children’s Teachers College are improper teaching methods and singlemeans.Boring,unable to stimulate students’ interest,is not conducive to the improvement of academic performance.In terms of schools,although vocational education is more and more valued by the state and society,the practice of mathematics teaching in this vocational school is inconsistent with the development requirements of national vocational education.Due to the objective environment of software and hardware,it is impossible to meet the diverse teaching needs in teaching.Students can only use the conventional means of teaching practice according to the department,so it is difficult to combine mathematics teaching with other professional courses in preschool education.Studies have shown that there are still some outstanding problems in the teaching of mathematics courses for preschool education in Jiangxi Wannian Normal School.For example,"the teaching content of mathematics courses is boring,boring,and the form is single";"the teaching practice of mathematics has not been combined with the pre-school education courses" and "Teachers and students do not pay attention to the summary and improvement of teaching strategies and methods".In this regard,this study believes that the premise of effectively carrying out the teaching activities of mathematics curriculum for pre-vocational education in secondary vocational schools is to follow the principle of subjectivity,effectiveness and comprehensive teaching.Teachers should pay attention to the integration of vocational pre-school education with complementary advantages.Reintegrate teaching content based on existing textbook content resources;use electronic information technology to open diversified electronic classrooms;strengthen mathematics life practice and enhance practical teaching;rely on content situational teaching,and combine with preschool education to transform middle vocational schools The concept of mathematics teaching,innovative teaching mode,enriching teaching methods,cultivating students’ creative thinking,and promoting the overall improvement of students’ professional quality.