Research on the Present Situation of Math Experiment Instruction and the Corresponding Tactics in Secondary Vocational Education

2017 2nd International Conference on Advances in Management Engineering and Information Technology (AMEIT 2017) ISBN: 978-1-60595-457-8

Research on the Present Situation of Math Experiment Instruction and

the Corresponding Tactics in Secondary Vocational Education

Wei-wei BAI, Xin PANG, Li-ming DONG and Bao-cong JIAO

Capital Normal University, Haidian District, Beijing, China

Keywords:Secondary vocational education, Math experiment, Math education.

Abstract. Secondary Vocational education is responsible for cultivating the talents for the economy, as well as to promote scientific and technological research and innovation of the two key responsibilities. Although secondary vocational schools is based on cultivating the practical ability of students, math and other basic disciplines of teaching status is not optimistic. Math experiments based on information technology can stimulate the enthusiasm of students to learn math, improve the overall quality of vocational students, and provide a solid foundation for vocational students to take the professional operation and secondary vocational education. It in-depth implements the concept of combining course with engineering and engineering of "Learning content is work, through the work to achieve learning" in theoretical practice integration curriculum. In this study, we investigated the status quo of math experiments and students' attitude to math experiments and put forward the corresponding suggestions and strategies.

Introduction

Math is a compulsory course in most professional courses in secondary vocational education, such as agriculture, forestry, finance, construction, machinery and so on. Math is not only a scientific language and tools, but also the basis of professional knowledge and technology. Mathematical knowledge and mathematical thinking are the indispensable quality of solving the practical problems to the vocational students. In recent years, the development of computer technology provides a wealth of tools and ideas for math teaching, and math has gradually become an "experimental science." The introduction of math experiments in math courses makes students participating in mathematical research, solve practical problems. It provides a solid mathematical literacy for the professional knowledge of learning, and then develops innovative capacity. Based on this, we investigate the status quo of math experiment in secondary vocational education, and study the present situation of math experiment in secondary vocational education in this paper, so as to provide scientific reference for promoting math experiment in secondary vocational.

Status Quo of Vocational Math Teaching

domestic vocational colleges have been carrying out math experiments, and the research results on the secondary vocational school math experiment become more abundant.

Research Method

In this study, 5354 valid student questionnaires were collected from vocational school in Beijing, Tianjin and Hebei and 13 provinces and cities. Among them, the number of first grade students was 3050, accounting for 56.97%, and the number of second grade students was 2038, accounting for 38.06%; the number of third grade students questioned 266, accounting for 4.97%. Effective number of Teachers Questionnaire is 469 copies. As shown in Table 1, the questionnaires volume includes three dimensions: the application of math experiment in math teaching, the students' view of math experiment instruction analysis, the teachers' view of math experiment instruction analysis, with a total of three first-level indicators, 14 secondary indicators for statistical analysis, as shown in Table 1. Among them, the number of first grade teachers is 290, accounting for 62%; the number of second grade teacher is 102 accounting for 22%; the number of second grade is 74, accounting for 15%. This report analyzes the data from the five dimensions of the distribution of teachers in the form, which includes the status quo of the use of math experiment instruction in the middle school, the understanding of teachers' understanding of math experiment instruction, the teachers' understanding of the role of math experiment instruction and the implementation of teachers' math experiment instruction.

Table 1. Survey Structure Overview.

Level 1 indicators Level 2 indicators Analyze the Application

of Math Experiment Instruction in Secondary Vocational Schools

Computer hardware condition in Your school is In classroom, you used the following math software the teaching tool that you frequently use is

In teaching, the reasons that you think you or other teachers do not carry out mathematical experiment instruction are

Analysis of Teachers' Attitude to Math Experiments

Are you willing to do math teaching by conducting a "mathematical experiment"? Do you try to implement math experimentation later?

What do you think of the impact of implementing math experimental instruction on teachers?

What do you think of the impact of implementing math experimental instruction on students?

What do you think of the impact of implementing math experiment instruction on your regular teaching?

What do you think is the main difficulty in implementing math experiment instruction?

An Analysis of Students' Attitude to Math Experiments

Analysis of students' attitudes towards math experiment

Analysis of students' practical learning intention in classroom teaching Analysis of the reasons students like math experiment

An analysis of the number of students' hope for math experiments Analysis of the instructional mode that students like in math classroom

Data Collection and Analysis

Analysis on the Application of Math Experiment in Secondary Vocational Schools

Figure 1. Summary of the hardware conditions of each section.

In the secondary vocational education, the learning tools used in the experimental instruction of math mainly focus on computer software and network tools, accounting for 53.75%. And the data of three sections is roughly identical, the detailed data shown in Fig 2. The condition in that do not use any auxiliary tools accounted for 9.39%, existing in the Midwest underdeveloped areas. We should increase the intensity of education information investment to provide the classroom to set up the most basic math experiments and networks.

Figure 2. Distribution of learning tools used by students in math experiment classes.

In the math experiment course of secondary vocational education, students use “Geometric

drawing board” of math teaching software with a highest rate of 40.1%. The lowest ratio of using

“Mathematica” is 6.32%, and the probability of using “Geometric drawing board” for each section is the highest, using Mathematica with the lowest frequency. The detailed data is shown in Fig 3. In order to improve the utilization rate of math software in the secondary vocational classrooms to make the teaching smoothly, we should use “Geometric drawing board” as the main mathematical experiment software to universally train students.

Overall situation First Grade Second Grade Third Grade

Figure 3. Status mathematical experiment software’s usage.

There are many reasons for that teacher do not carrying out mathematical experimental teaching in secondary vocational education math classroom. Teachers that accounted for 27.55% think that that lack of school resources (teaching aids, computers and other hardware). That teaching materials

76.12%

13.49% 9.34% _1.04%

64.36%

11.88%22.78%

0.99% 92.11%

2.63% 5.26% _0%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 100.00% a s et o f m u lt im e d ia in Ea ch c la ss ro o m P u b li c m u lt im e d ia cl a ss ro o m N et w o rk r o o m M a th em a ti cs la b o ra to ry a s et o f m u lt im e d ia in Ea ch c la ss ro o m P u b li c m u lt im e d ia cl a ss ro o m N et w o rk r o o m M a th em a ti cs la b o ra to ry a s et o f m u lt im e d ia in Ea ch c la ss ro o m P u b li c m u lt im e d ia cl a ss ro o m N et w o rk r o o m M a th em a ti cs la b o ra to ry

in the teaching content is not suitable for the implementation of mathematical experiment accounted for 25.95% of the total number. The detailed data is shown in Table 40.The reasons that College entrance examination pressure, tight time, fear of teaching progress in the third grade are the most prominent. The ratio in grade first is 17.07%, the ratio in grade second is 14.57%, and the ratio in grade third is 32.48%, with the detailed data in Table 2.

Table 2. Reasons why teachers do not carry out math experiment teaching.

What are the reasons why teachers do not carry out mathematical experiment in math teaching of secondary vocational education?

College entrance examination pressure, tight

time, fear of teaching progress

Student situation is not

suitable for development

Lack of school resources (teaching aids, computers and other hardware)

Little significance to carry out mathematical

experiment teaching

Teaching content is not suitable for the implementation of

mathematical experiment

Others

First grade 17.07% 19.04% 27.13% 8.32% 26.04% 2.41% Second grade 14.57% 25.13% 25.13% 13.57% 20.60% 1.01% Third grade 15.92% 17.83% 31.85% 1.91% 32.48% 0.00%

An Investigation on Students' Attitudes towards Mathematical Experiment Teaching

The Basic Attitude of Students on Math Experiments. In each section, the proportion of the students in the third grade keen on math experiments is the highest, which has a direct relationship of the condition that they are about to go to work. They can recognize the importance of the hands-on practice combination with theory, and keep a more positive attitude to the establishment of math experiments. The first grade students have just transited from junior high school to secondary vocational school, with the curious and attempt idea to the creation of math experiments. The second grade students have the lowest degree of preference for math experiments, which is closely related to the traditional curriculum arrangement of our country that cultural basic courses and professional basic courses are taught in the in low-grade year, and "Segmented personnel training mode" in the high-grade year. Third grade students are at the leap stage from basic course to the professional practice, with the burden of homework. With Table 3, overall attitude of students to math experiments tend to negative.

Table 3. Students' attitudes towards math experiment classes.

Your attitude to the math experiment is

Like very much Like General Dislike Hate First grade 15.46% 20.54% 45.36% 8.28% 10.35% Second grade 6.75% 14.07% 55.45% 20.62% 3.1%

Third grade 13.53% 44.36% 35.34% 4.89% 1.88% In the math class, are you willing to personally experience the learning process by hands

Very willing to Willing Do not say it clearly Do not want to First grade 26.37% 47.56% 19.38% 6.69% Second grade 27.62% 30.36% 38.23% 3.79% Third grade 28.20% 53.38% 15.04% 3.34%

We surveyed the reasons why students in secondary vocational education like math experiments. As shown in Table 4, 48.14% of the students choose not to fill, which to further explains the attitudes to the mathematical experiment. It is considered that 27.37% of the total students can understand the essence of mathematical knowledge, and 16.53% considered that math experiment is useful for improving the math achievement, and 7.96% of the students think it is interesting. It can be seen that students neither correctly understand the role of math experiments in math teaching, nor can they correctly understand the importance of combining practice with theory.

Table 4. Reasons Students like for math experiments.

the Reasons Students Like for Math Experiments

Deepen the understanding of the nature of mathematical knowledge 27.37% Be useful for improving math scores 16.53%

Students' Expectations for Math Experiments. In the secondary vocational education, 51.86% of the students believe that to set up math experimental teaching should be on the basis of the content needs, 29.92% of the total students consider that the more math experiments the better, 14.78% think that there is no need to set up. Students' favorite instruction model is the students to cooperate with each other and then to solve the problem. 18.08% of the students like the model of teacher to teach and the students to listen. Like the model of students to work with each other to solve the problem accounted for 37.06%. With the help of teachers to solve the problem of students accounted for 26.56%. 18.3% of the students get the answers through their own hands, with detailed data in Table 5. Students like the learning model in line with the vocational education requirements that students should hands-on operation and through the cooperation to complete the project. In the design of mathematical experimental teaching activities, according to the specific content of the design of adaptive math experimental courses, cooperative learning as the main way to improve students' mathematical literacy and cooperation to solve the problem, and then provide more humane math experimental courses to secondary vocational students.

Table 5. Students' expectations of the number of courses offered and the teaching model.

The number of times you want to set up a math experiment class

The more the better Set up when needed No need

First grade 29.35% 57.14% 13.51%

Second grade 30.36% 52.50% 17.15%

Third grade 32.71% 62.78% 4.51%

In the classroom, which kind of teaching mode do you prefer?

The teacher said, I listen

Students work together to solve the problem

With the help of the teacher to solve the problem

Through hands-on practice to get the

answer First grade 19.77% 38.03% 25.55% 16.66% Second grade 15.03% 36.98% 28.72% 19.26% Third grade 22.93% 26.69% 21.05% 29.32%

Teachers' Attitude Towards Math Experiment Instruction

Teachers in the use of math experiments will appear in the problem is multifaceted. 28.31% is lack of teaching hardware. Students are less interested, 26.71% of people involved in the experimental enthusiasm is not high. The arrangement of the middle school is tense, the length of time occupied by math experiments, the impact of teaching progress factors accounted for 24.20%, Teachers' ability and teaching level of limited factors accounted for 19.41%. According to the analysis, detailed data are shown in Table 6.

Table 6. Teachers in the math experiments in the proportion of the various problems.

Project The number _{of people proportion} The

Lack of teaching funds, teaching hardware 248 28.31%

Teachers' ability and teaching level are limited 170 19.41%

The arrangement of the vocational courses is tense and the math experiment take a

long time to influence the progress of teaching 212 24.20% Students are not interested and participation in the experimental enthusiasm is not high 234 26.71%

Others 12 1.37%

The influence of math experiment instruction on teachers' conventional teaching in secondary vocational school math teaching is mainly focused on "Which is conducive to the change of teaching concept and better promotion of routine teaching, which is conducive to improving students' interest in learning and effectively changing students' learning styles and thinking habits ", accounting for 40.62% and 43% respectively. And the ratio of the three grades in this phenomenon is not quite different. The detailed data is shown in Table 7.

Table 7. Impact analysis of math experiment teaching on teachers, students and teachers' regular teaching.

The influence of math experiment instruction on teachers in math teaching in secondary vocational education

Option

Will only increase the teaching burden of teachers, teachers can not improve their own quality and teaching

level

Will increase the teacher's teaching burden, can improve

the teacher's own quality and teaching

level

Will not increase the teacher's teaching burden, not improve the teacher's own quality and

teaching level

Will not increase the teaching burden of teachers, teachers can

improve their own quality and teaching

level

Proportion 6.87% 45.92% 3.22% 43.99%

An analysis of the factors influencing students' experimental teaching

Option

Can stimulate students’ interest and initiative to

learn math

Can improve the comprehensive ability

of students

Can improve students' math scores

Change the way students think and math learning habits

Proportion 56.44% 9.66% 5.36% 28.54%

The influence of math experiment instruction on teacher 's regular teaching in math classroom teaching

Option

Time-consuming, more impact on the normal

teaching and student learning

Which is conducive to the change of teachers' teaching concept and

better promotion of routine teaching

Help to improve students' interest in learning, effectively change the way students learn and thinking habits

No obvious effect

Proportion 14.35% 40.53% 42.90% 2.23%

Analysis of the Factors Affecting Math Experiment in Secondary Vocational Schools

Hardware, Software Equipment Behind

In the trend of information technology and curriculum integration, teaching methods have also undergone great changes. The study found that the new curriculum of the math experiment is still in the exploratory stage, vocational colleges to constantly solve the problem of lack of equipment. According to the data, most of the secondary vocational schools to ensure that there are multimedia, equipped with a limited number of computers. Due to the limited funding of vocational schools, almost no school equipped with specialized mathematical laboratories, the tools used and the environment in math experiments is relatively backward, restricting the development of secondary vocational school math experiment.

Teaching Resources Rarely, Low Quality

Math experiments combined computer technology with multimedia software need exquisite teaching design. There is a general lack of excellent instructional design in vocational school. Because math in the second vocational school of the more awkward position, the school focuses on the construction of professional disciplines, ignoring the importance of math disciplines, resulting in less math resources, Mathematica, matlab and other software in the job not widely used.

Students Have Low Cognitive Level and Poor Foundation

Teachers and Students on the Attitude of Math Experiments are Not Active

Students do not like or do not care about the math experiment attitude, on the one hand because of their emphasis on the professional, ignoring the basic disciplines such as math learning, on the other hand is their own poor foundation, the ability to learn math is not enough. Math teachers generally do not have the enthusiasm of math experiment, the math experiment is complex, teachers need to comb the textbook, the design is suitable for the form of math experiments, the workload is large and the implementation is not high, as a result of disappointing teaching resources in math experimental.

Suggestions and Conclusions

Through the analysis and research of experimental data, we can draw the following suggestions: 1. Improve the information technology hardware facilities conditions. The state to develop education informatization calls for the promotion of information technology and curriculum integration. We should increase investment in hardware facilities, the full implementation of the "three links and two platforms" to speed up the construction of specialized mathematical laboratories to create a good Mathematical experimental environment for secondary vocational students.

2. Improve the enthusiasm of teachers and students to the math experiments, popularize computer knowledge, and train students to master the basic computer operating skills. The production or introduction of high-quality math experimental projects, improve students' enthusiasm for learning and classroom participation in the form of cooperative learning to organize the classroom.

3. Encourage students to participate in the entire experimental process actively. Allow the students participate in the entire mathematical experiment process, independent operation, independent analysis, and finally come to the experimental results. In this process, students' ability to find problems and solve problems, self-efficacy is improved. Enhance students' confidence and curiosity in exploring mathematical knowledge. Improve the ability of vocational school students to practice and explore. To correspondence with the study of professional courses of secondary vocational school students and their future work.

Research Prospects

The combination of practical teaching and theoretical teaching, especially the early practice of students in contact with the practice of teaching arrangements is an international practice, and plays a vital role on the development of high level of professional competence. In math and other basic disciplines, carry out math experiments, not only explore mathematical knowledge but also focus on the use of mathematical knowledge. Math experiment is not to replace the traditional teaching mode, but to add and enrich it. The next step of this research is to establish the open sharing of high quality resources, to support the integration of production and education of personnel training methods to improve the vocational education informatization. We will provide support to the students in the math experimental study, realization of the connection between vocational math and higher vocational math, help students enter into higher vocational school successfully.

References

[1] Zhiqun Zhao, Lishou Lin, Zhixin Zhang. Evaluation on the effect of curriculum reform in higher vocational education: An empirical study [J]. Journal of National Academy of Education Administration, 2014, 07: 74-79.

[3] Liangjun Zhu. On the teaching of math in secondary vocational schools [J]. Journal of Taiyuan Urban Vocational College, 2012, 01: 138-139.