Investigation And Countermeasures On The Current Situation Of Mathematics Education

The mathematics course is an important part of the basic professional courses for foreign students in China,and it is the foundation and guarantee for foreign students in China to study science and engineering,medical and other professional courses at the undergraduate stage.Studying the preparatory mathematics education for foreign students in China is of great significance for improving the level of preparatory education for foreign students in China and the quality of training.In order to gain an in-depth understanding of the current status of mathematics education for foreign students in China for preparatory courses,and to solve the problems in a targeted manner,this study uses literature analysis methods,quantitative research methods(questionnaire survey methods,testing methods)and qualitative research methods(interviews,classroom observations)A comprehensive survey of mathematics education for foreign students in preparatory courses in China is carried out in terms of mathematics ability,mathematics language,mathematics learning conditions,mathematics textbooks,and mathematics teaching conditions.Through the analysis of the survey data,it is concluded that mathematics education exists for foreign students in preparatory courses in China.Interpretation and attribution of the problem;finally,combine the relevant principles of pedagogy and psychology,and propose specific and feasible solutions to the above content.This research is divided into four chapters,and the main contents are as follows:The first chapter introduces the status quo of preparatory mathematics education in terms of curriculum system and positioning,class time arrangement,assessment methods,and faculty;at the same time,it is the basis for combing the literature related to mathematics ability and mathematics literacy,mathematics language,and non-intellectual factors in mathematics learning.To construct a research framework,define the relevant concepts involved in the research,and determine the research questions.The second chapter corresponds to the survey design stage of this research.According to the survey content determined by the research framework,this research survey is divided into five items:First,11 mathematics test questions are compiled based on the mathematics learning level of the foreign students in China for the preparatory course and the "Preparatory Mathematics Syllabus" to test three of the foreign students in China for the preparatory course.Item mathematics ability,namely the perception and understanding ability of basic mathematics concepts,mathematical calculation ability and intuitive imagination ability.The knowledge points covered by the topic are comprehensive and specific.and are processed hierarchically according to the difficulty.Second,the mathematics language survey of foreign students coming to China for preparatory courses.According to the nature of the language of mathematics,we divide the language of mathematics into mathematics-specific Chinese(i.e.natural language)and mathematics sign language(i.e.sign language).From the Chinese language of mathematics content(including numbers,algebraic expressions,arithmetic instructions,and units of measurement)Methods,selection of mathematics vocabulary,discrimination of word order,comprehension of sentence meaning,association of mathematics vocabulary,conversion of two mathematics languages,etc.to test students'mathematical language ability.Third,a survey of mathematics learning of foreign students in China for preparatory courses.To this end,we designed a questionnaire to design academic surveys from the dimensions of classroom performance,study habits,problem-solving strategies,mathematics exams,learning motivation,mathematics outlook,problem solving,mathematics information technology capabilities,and learning input.Fourth,a survey of mathematics textbooks for foreign students coming to China for preparatory courses.Based on the research methods of reference materials,we designed a questionnaire on mathematics teaching materials for preparatory courses from the aspects of textbook language,content of textbooks,textbook exercises,use of textbooks,opinions and suggestions.Fifth,a survey of mathematics teaching for foreign students in China for preparatory courses.Combining the reality of the preparatory mathematics classroom,a questionnaire on the preparatory mathematics teaching situation was compiled.The content involved teacher-student interaction,homework arrangement and processing,teaching content,teaching methods,and teaching styles.The third chapter conducts statistical analysis on the test results and questionnaire survey data,and uses the interview method and observation method to carry out auxiliary research.The first is the mathematics test result.The test results show that there are many problems in the basic concepts of mathematics,such as insufficient understanding of the basic concepts of mathematics,difficulty in distinguishing similar concepts,inability to start variant questions,and irregular answersIn mathematical calculations,the meaning of arithmetic and calculation terms is unclear(mixed numbers,scientific notation,coefficients),sign judgment errors(often neglecting negative signs),calculation methods and strategies are not good(lack of the ability to simplify calculations,calculation tools are used Improper),calculation completeness and insufficient standardization.In the visual imagination ability test,we found that the geometric perception and observation level of the foreign students in China for preparatory courses need to be improved.The geometric thinking is not rigorous enough to make reasonable geometric inferences.It is easy to ignore details and problems in the graphics processing.Restrictions;not grasping the essence of geometric concepts,there are also problems with the combination of number and shape and geometric skills.The second is about the test results of mathematical language.Mathematics-specific Chinese for foreign students coming to China for preparatory courses is outstanding in:?It is difficult to read larger numbers,and only part of the pronunciation of complex fractions and logarithms is mastered;?I am not familiar with the vocabulary related to the operation results,and cannot correctly distinguish similar operation instruction words;? Partially Forgotten and confused mathematics words,when vocabulary associations pay too much attention to the surface of the picture,do not involve the core meaning,and some temporary irregular words have been produced;?When faced with more complex mathematics sentences,it is basically impossible to disorganize the disordered words.The vocabulary is restored to the normal word order.The main problems in mathematical symbols are:?Ignore the constraints in the formula;?The problem of symbols in formula writing is still prominent.The third is the statistics of the results of the study questionnaire.The data shows that:?The majority of students have a strong willingness to learn in class and like to answer questions in class;?Students pay more attention to the final results of mathematics questions.At the same time,there are relatively large deficiencies in the pre-learning link,and there is no timely sorting of wrong questions and error cause analysis;?The students still have a relatively strong dependence on calculators when doing mathematical calculations.When answering multiple-choice questions,freshmen are more inclined to solve the questions directly based on the information of the question stem,and older students are more inclined to observe the options in the question and use problem-solving skills;?Most students are anxious about math exams and are more concerned about the results of the exam;?The learning motivation is mainly based on"preparation examination" and "preparation for advanced mathematics",which shows obvious instrumental characteristics from an overall perspective;?Students have a one-sided understanding of the content of mathematics.Most students attribute the success or failure of mathematics learning to their own efforts and are less affected by external factors.Most students cannot adapt to difficult problems;?Students basically do not have the skills to draw function graphs on a computer,and rarely touch mathematics learning software in normal mathematics learning;?Students spend less time studying in mathematics courses.The fourth is the results of the survey of teaching conditions.The main problems in preparatory mathematics teaching are:?The speaking opportunities of some students are not guaranteed,and the feedback on student performance is not fully covered;?The exercises after class are too unified,and the individual differences of learners are not considered.Too much reliance on textbooks and courseware and single source of topics;?There are inconsistencies in the selection of mathematics knowledge and the teaching of mathematics language.The teaching content is dominated by the final exam,the purpose is relatively obvious,and the attention to mathematics language teaching is not enough;? The teaching style is still relatively traditional,with direct error correction as the mainstay.Teaching is rarely divided into groups,and the teaching style is relatively stable.For the preparatory mathematics classroom teaching mode,students tend to teach by teachers,supplemented by the mode of in-class practice.At the same time,students also show a higher interest in the new class of group learning and questioning after class.The last is the survey statistics of mathematics textbooks for preparatory courses.Students generally think that the language of textbooks is difficult and there are reading difficulties.The difficulty of the exercises after class is also too high.Students said that they should increase the answer analysis module of the exercises after class to understand the problem-solving process and check the answers.Regarding the content of the textbooks,more than half of the students said they did not know the source of mathematical concepts and formulas.The utilization rate of the textbooks is not high.The textbooks are mainly used to find mathematical formulas,definitions,and to view the solution process of example questions.The students gave suggestions on the interestingness of the textbook,the analysis of the answers to the exercises,the source and process of the concept formula,and the explanatory content.Chapter 4 proposes solutions to the problems in mathematics education for foreign students in China for preparatory courses.First of all,it is necessary to implement procedural teaching for students' existing mathematics abilities to reveal the process of generating mathematical concepts and formulas in depth,and enhance students' sense of participation.This part demonstrates the explanation methods of mathematical concepts and mathematical formulas through teaching design(fractional equations and their solutions,and the nature of logarithmic operations).Secondly,in view of the logical thinking problems that students face when facing mathematics problems,the teaching strategies and teaching suggestions of mathematics thinking methods are given.For preparatory mathematics textbooks,improvements are mainly made from the explanation of mathematics knowledge,the setting of examples and exercises,and the training of mathematics skills.Specifically include:?Change the presentation of knowledge points,strengthen the enlightenment and guiding role of teaching materials;pay attention to the naturalness of the introduction of concepts,and promote mathematical knowledge in the form of problem chains in combination with the characteristics of students;emphasize the scope of application and restrictions of concepts;partly The content needs to be matched with images and graphics;?Enhance the demonstration of the sample questions,highlight the methods and ideas;?Strengthen the connection between the after-class exercises,the sample questions and the knowledge points,enrich the practice forms,and highlight the practice gradient;?Leave hands-on operation space,Strengthen students' mathematical skills.For preparatory mathematics teaching,the countermeasures of changing teaching thinking and innovating teaching mode are put forward.The teaching mode is updated by designing micro-classes and conducting flipped classroom practice.This part of the content is also presented in the way of teaching design.Based on the analysis of teaching content,academic conditions,teaching goals,and teaching important and difficult points,the classroom organization form,teaching process and activity arrangement of the preparatory math flipped classroom are discussed.