Experimental Research On The Teaching Strategies Of Mathematics Concepts In Secondary Vocational Schools Based On The APOS Theory

Mathematical concept is the cell of mathematical knowledge and the key point of mathematical learning.The mathematical concept acquired by students is influenced by their own thinking development level and the cognitive structure of the original related concepts.According to Dobinsky’s APOS theory,students need to experience four stages of psychological construction actions: processes,objects and schemas when they acquire mathematical concepts.Choosing the appropriate teaching mode is good for students’ understanding of mathematical concepts.It is good for students to deepen the understanding and mastering of subsequent learning mathematical concepts.Moreover,it can improve students’ interest in mathematical learning.However,from the perspective of concept teaching of teachers in our school,there are phenomena such as practice instead of teaching,not paying attention to students’ understanding level,which is not good for students’ mastering of mathematical concepts.In this paper,the author chose the senior one and senior two students in the vocational school she taught to make a survey to understand the current situation of mathematics concept learning in vocational school.Then analyzed the learning methods,mastering degree and the major problems preventing them from learning well from the following five aspects: students’ basic information,loss of scores of mathematics concept,cognition of concept learning,learning methods of concept and evaluation of teachers’ concept teaching methods.Based on the theory of APOS,this paper puts forward the teaching strategies in teaching mathematical concepts in vocational schools: paying attention to the rationality of concept introduction in the stage of activity and process,accurately grasping the duality of process and object of mathematical concept,helping students to sort out the relationship between concepts in the stage of schema,and constructing an appropriate comprehensive psychological map.In order to verify the role and significance of APOS Theory in the teaching of mathematical concepts in vocational school,the author chooses two classes of senior two to conduct teaching experiments,the control class uses traditional concept teaching methods,the experimental class uses APOS theory to guide concept teaching,and studies the students’ mathematical concept under APOS theory.The author adjusts the teaching instruction according to the problems during the implement and the students’ mastery.What changes have taken place in the understanding and mastering of mathematical concept,what influence will it have on subsequent learning,and what different requirements will be put forward for teachers’ teaching during the six months’ experiment.The research shows that the APOS theory has an important guiding significance in teaching mathematical concepts in vocational schools.Application of APOS theory can stimulate students’ interest in mathematics learning,improve students’ mathematics achievement,enable teachers to adjust instructional design according to students’ understanding level of mathematics concept in time,and help students understand the concept.The mathematical concept teaching under the guidance of APOS theory allows students to take the initiative to discover the concept of Mathematics,integrate the new concept into the original related concept system,and form a good one.The theory of APOS urges teachers to carry out teaching activities mainly based on students’ concept understanding,effectively improve teachers’ teaching methods,and provide teachers with specific teaching strategies in four stages of activities,procedures,objects and schema,so as to promote teachers to think more and learn more and update their educational concepts in time.