Explore the mathematics curriculum reform in vocational education and Practice（探索數(shù)學(xué)課程改革職業(yè)教育和實踐）

1、 Explore the mathematics curriculum reform in vocational education and Practice Paper Keywords Vocational Education Reform Practice Higher Mathematics Abstract Chinas higher vocational education has experienced three historic curriculum reform, “Advanced Mathematics” is an important vocational schoo

2、ls foundation courses, vocational capabilities “increased dose.” With the footsteps of history, higher mathematics courses are to continue to reform and innovation to adapt to the development and needs. Chinas rapid development of higher vocational education, in 2007, the national higher vocational

3、colleges to more than 100 thousand, the development of higher vocational education indisputably occupied half of higher education. Program is to achieve the aims of education and training objectives of the important means to embody the essence of education is an important aspect in the past twenty y

4、ears time, Chinas higher vocational education courses experienced three historic reform and innovation: the first time, the theory courses to “necessary and sufficient” for the principle of the degree of reduction in hours and similar courses appropriate for integration in the teaching program to in

5、crease the practice of teaching hours, the second, focuses on training students in vocational adaptability, discipline-based curriculum design ideas from the knowledge of curriculum design based on professional competence into the curriculum design, curriculum design as a starting point from a subje

6、ct into the curriculum as a starting point to occupational analysis courses, third, focus on the professional competence training, curriculum design must be based on the work process, fully reflect the characteristics of work and study to the real tasks or products for the carrier to implement the o

7、verall program design, breaking the traditional focus on professional competence limited understanding of career resilience, in order to achieve a new curriculum ideas. First, grasp the vocational characteristics, and explore new ways of curriculum development With the pace of reform of vocational e

8、ducation, higher mathematics courses are to continue to reform and innovation to adapt to the development and needs. “Mathematics” is an important vocational schools foundation courses, but also the professional competence of “higher dose.” With the rapid development of science and technology, the a

9、pplication of mathematics not only in its traditional areas - engineering, economic development is playing an increasingly important role, and is on the penetration of new areas to form a number of cross-disciplines, such as econometrics, population control theory, Mathematical Biology, Mathematical

10、 geology, etc. The combination of mathematics and computer to form a universal key technology - mathematical techniques, to become an important part of contemporary high-tech, “ High-tech is essentially a mathematical technology “point of view has been accepted by more and more people. Hebei Institu

11、te of Mechatronic Technology (hereinafter referred to as” hospital “), Department of Mathematics, all members of the leadership at the college attention and support, Department of Higher Education to seriously study the relevant documents, appreciate, grasp of higher mathematics in the positioning o

12、f vocational education, years of advanced mathematics courses were bold attempts at reform. Since 2003, the mathematical basis for vocational students the actual situation of the various professional courses and colleges need to follow the “necessary and sufficient” principle, the choice of curricul

13、um content and teaching in a targeted program to optimize the design, I choose School of the professional needs of “higher mathematics” teaching in exploring the teaching of vocational education teaching content and teaching, and accumulated a certain amount of teaching experience and resources for

14、the future of education reform has laid a good foundation. In 2005, education reform has entered a stage of development of a planned order to make our teaching more suitable for the characteristics of vocational education to our hospital with a high number of intermediate professional titles mainly

15、composed of teachers, materials for the group, completed a vocational Public Course “Eleventh Five-Year Plan” teaching “higher mathematics” in the preparation. The material was in August 2006 by the Machinery Industry Press, teaching materials for vocational students to apply basic education and cap

16、acity-building-based personnel training requirements, content depth, the spirit of “necessary and sufficient,” the basic principles need to select the basic content of professional courses in the contents of the system architecture design to avoid re-tread the past, similar materials in the “systema

17、tic and rigorous “of routines, adhere to the usefulness and relevance as a starting point, based on the practical problems to solve for the purpose of positioning the focus of the teaching of mathematics proficiency in the training area, so that our hospital has taken advanced mathematics curriculum

18、 reform a big step. Second, the further implementation of curriculum reform ideas At present, China is in third higher vocational education curriculum reform process, especially the “based on the work process,” the combination of engineering curriculum model is becoming the lead and promote the inte

19、grity of this major reform of vocational education curriculum model the new situation We have a new reform ideas for colleagues questionable. (An optimal course content, improve the teaching materials Advanced mathematics courses with a typical abstraction and rigor, but the object is the foundation

20、 of our teaching is relatively weak vocational students, on the one hand, students often become abstract understanding of the barriers, on the other hand, they are not over-tight structure of the essential knowledge Our teaching aims to enable students to understand the primary mathematics curriculu

21、m context, mathematical techniques to master the method of operation, and guide them to use mathematical thinking to analyze and solve practical problems, so that students in the appropriate math to get the subtle influence of the environment, so we course content, systems, structures made of more s

22、ubstantial reform optimization idea: According to the current vocational education and training goals and professional needs, to break the old disciplinary system, the development of new curricula in the teaching content of the arrangements, as much as possible reduce abstraction, highlighting the o

23、perational and practical, and the mathematical ideas and methods in practical, relevant professional application, and integration into the idea of mathematical modeling and the use of mathematical software, intended to improve students ability to apply and improve learning efficiency, reform the tra

24、ditional organization of materials in order to strengthen vivid mathematical way of thinking, so as to develop mathematical thinking math class quality, training, technology, mathematics application platform, to improve the professional competence of students to lay the necessary foundation amendmen

25、ts to improve the original materials make it more suitable for the characteristics of vocational education, vocational education to meet the new situation demands. Links to free download (two reform of teaching methods, to play its due role in higher mathematics “Teaching the law,

26、 but is not fixed, your in the appropriate.” Vocational education in accordance with the requirements and characteristics of vocational students, and higher mathematics and goal orientation, hospital teachers to explore and improve teaching methods, professional courses “ work-process-oriented “, th

27、e cornerstone of higher mathematics is a professional and” higher dose “in teaching, focusing on ideas and methods to teach mathematics in the professional, practical application. worked out the” problem-solving process-oriented “ teaching ideas, explore some of the better teaching methods, such as

28、problem-solving process approach, case teaching, inspire and guide the law, practice working method, analogy, knowledge and learn the new law, etc., the following describes the two teaching methods: 1. “Problem-solving process” pedagogy, vocational education is focused on applications from the pract

29、ical and theoretical mathematics applied to practical, in explaining the mathematical theory (method, the practical problems to be solved first placed in front of students, students with problem, there are destinations to learn, Deep, and gradually guide students to understand mathematical ideas, me

30、thods, and learn to use mathematical knowledge to analyze and solve practical problems, the teaching process as “students with problem-solving” process. In this way, so that students feel advanced mathematics is not abstract, can stimulate students desire for knowledge and enthusiasm for learning, r

31、eceived very good results, for example, in studying the “ordinary differential equations”, the first question, for example: (1) wolf to see it of 100 meters due west there is a rabbit, chased to the same time, the direction of the rabbit to its north ran 60 meters of the nest, if the wolfs speed is

32、twice as fast as the rabbit, how, the wolf can chase on the rabbit? (2 a harmful substance in the dissolution rate in water is proportional to its residual, if a 10 cubic centimeters of this material into the lake, one minute remaining 7.5 cm3, the number of minutes remaining after 5 cm3 ? Some inte

33、resting and practical problems, students can immediately aroused the interest of easy-to-student interaction, with questions, analyze problems, and finally solve the problem, the effect is very good. (2) analogy. Higher mathematics some of the ideas is to promote, for example, (1 “function of one va

34、riable calculus” and “multi-function calculus” in the “extreme and continuous” idea is the “agreement” (2 “derivative” reflection “ With the function value from the variable rate of change. “multi-function” partial derivative “reflect” function values for each independent variable with the rate of c

35、hange. “(3 function (whether it is a few dollars a function of the” extreme “is a function” small-scale “and” the most value. “(4 points function (function of one variable set points, multiple points are” and the type of limits “and so on. Therefore, in studying the “multi-function calculus” when, w

36、ith the “function of one variable calculus” analogy, in which the ideas and methods, which can “copy”, which is a difference, for according to the study, both to consolidate old knowledge , and easy to master new knowledge, while, in the subtle, so that students learn a learning methods to improve t

37、he self-learning ability. Vocational Higher Mathematics is a compulsory professional an important foundation courses, has penetrated into the economy, management, finance, humanities and other fields of higher mathematics in the different disciplines and fields in a general and basic , so that in the university curriculum