A Study On Strategies For Changing The Mathematical Outlook Of Secondary Vocational Student

Recently,with the rapid development of economy,the quality of our Chinese people’s life is getting better and better,and the standard of material demand is getting higher and higher.Correspondingly,the country urgently needs more talents to serve the society.In such a situation,on the one hand,secondary vocational education bears the responsibility of delivering excellent professional and technical workers for all walks of life in the country,which deserves social attention;On the other hand,as the foundation of science and technology,mathematics is an important tool to solve problems in real life and it’s also a powerful driving force to promote human development and social progress,therefore its influence can not be ignored.From this point of view,in order to cultivate high-quality workers and skilled personnel with all-round development of morality,intelligence,physique,beauty and labor,mathematics in secondary vocational schools is particularly important,and mathematics education for secondary vocational students is even more urgently needed.However,in the teaching process of secondary vocational schools,the author found that the students’ mathematical knowledge foundation is not solid,they lack of mathematical literacy,and their overall understanding of mathematics is not in place,so their mathematical view is very shallow and narrow.Having a comprehensive and scientific view of mathematics is the foundation for learning and understanding mathematics well.Therefore,the urgent task is to transform students’ view of mathematics.In order to explore the strategy of changing the concept of mathematics of secondary vocational school students,the author uses four research methods: literature research,questionnaire survey,interview and experiment,and mainly carries out the following work:Firstly,by consulting a large number of documents,the literature related to the concept of mathematics was sorted out and summarized,and it was found that most of these documents studied the connotation and evolution of the concept of mathematics,the concept of mathematics and mathematics teaching,the current situation of the concept of mathematics in ordinary primary and secondary schools and so on.In contrast,there were relatively few studies on the concept of mathematics and its transformation strategies for secondary vocational students.Secondly,a questionnaire about the students’ view of mathematics in secondary vocational schools was compiled and distributed to students.At the same time,some mathematics teachers of secondary vocational school who were teaching in the front line were interviewed,and the survey results were analyzed by using SPSS software for descriptive statistics.The author analyzed the survey results and combined her own teaching observations to find the following problems:Teachers have a one-sided view of mathematics,and their understanding of mathematics is more inclined to the use of mathematics in other aspects,which will affect students’ thinking.Moreover,many mathematics teachers have relatively simple teaching methods,separate math classes from specialized courses,and place too much emphasis on students’ math scores rather than learning processes.These unfavorable factors can lead to a significant "utilitarianism" in students’ mathematical views;Many students lack a systematic understanding of mathematics.They believe that mathematics is a collection of concepts,formulas,and theorems.It is a subject that only requires calculations and is only suitable for exams.This is the stereotype of secondary vocational school students on mathematics.Moreover,secondary vocational school students have a poor mathematical foundation and weak mathematical knowledge,making it difficult to have a scientific and comprehensive understanding of mathematics.Under the influence of this one-sided view of mathematics,secondary vocational school students are unwilling to take the initiative to explore mathematics knowledge,which leads to worsening mathematical learning,resulting in poor mathematical performance and frustration in students’ self-esteem,thus losing interest in mathematics,and forming a vicious circle.Moreover,through investigation and research on the mathematical views of secondary vocational students and front-line teachers,the author proposes implementation strategies for transforming the mathematical views of secondary vocational students:In terms of teachers,teachers should establish a comprehensive and scientific concept of mathematics,update their educational concepts in real time,and strive to improve their ability and literacy;Secondly,teachers should take part in more mathematics teaching and research activities organized by the school,and they can also hold mathematics inquiry activities for students to communicate and learn;In addition,teachers can also permeate curriculum ideology and politics in mathematics teaching,such as exploring the relationship between mathematics and professional technology,mathematics and production and life,cultivating the core literacy of mathematical modeling,integrating mathematical culture and history,and so on;Students should learn self-discipline,take the initiative to practice and apply mathematics in production,life,professional technology,and other aspects.They should be good at reflection,cultivate good learning habits and consciousness,form a scientific and comprehensive view of mathematics,and promote their progress.