Does anyone know how to learn vocational secondary school mathematics 10

Strengthen the practice, according to the textbook, understand the formula, remember! It's easy to be flexible.

You don't need to learn, it's useless, just add, subtract, multiply and divide.

If you are studying mathematics in secondary school, it is different. If it's a basic course, it's an ordinary high school math, and there's not much difference! It's slightly easier than regular high school math.

I don't know how your school's curriculum is positioned, according to the secondary vocational education mathematics syllabus, compared with the new curriculum standards of high school, there are the following characteristics:

1. Secondary school mathematics covers the basic content of sets, functions, trigonometry, solid geometry and plane analytic geometry (basic module), and the extended module has team trigonometric and plane analytic geometry to a certain extent, such as trigonometry has added the calculation formula of two angles and difference, and plane analytic geometry has added the content of conic curves. If you study the basic module Extended Module, you have generally learned some of the most basic and core content of high school mathematics. However, I read the higher education version of the Higher Vocational Mathematics Foundation Extension written by Mr. Li Shangzhi and Mr. Li Guangquan, and I feel that first, the proof requirements of secondary vocational mathematics are not as good as the corresponding modules in high school, and then the difficulty of the exercises is also significantly lower.

For example, many topics in secondary vocational mathematics may be easy for a qualified high school student to have ideas, or even not to talk about ideas, and can do a good job with intuition.

2. High school mathematics has significantly higher requirements for the relationship between sets, trigonometric calculation skills, complex numbers, and number sequence skills than secondary school mathematics. And it is particularly important for high numbers) complex numbers (not negative numbers) must be learned, and Dimover's theorem or something must be clear, and the permutations and combinations strictly belong to the arithmetic category in mathematics, which is the basis for your computer major to learn combinatorial mathematics in the future, and it must be mastered. Preliminary calculus and preliminary probability statistics, I think although high school talks, you don't have to look at it, because anyway, high school is also the new curriculum reform more than ten years ago to add college mathematics content, high school is all visual intuition, simple but not rigorous calculus, after you learn the traditional middle school mathematics content, you can directly watch college mathematics, anyway, whether it is Tongji's advanced mathematics or mathematical analysis (for mathematics majors) will be strictly taught from the beginning.

3: University Mathematics Computer Major High Edition: Mathematical Analysis (easy to look at East China, rare to look at Zhongke, and then ugly Zhuo Liqi) + Advanced Algebra (Li Shangzhi's is good, look at his book called Linear Algebra but written for mathematics majors, or use Peking University's) + Spatial Analytic Geometry (you can find a book at will) Computational Mathematics + Ordinary Differential Equations + Partial Differential Equations (these two subjects depend on your research field, not necessary) + Discrete Mathematics (Peking University's good), if you are still strong enough to have energy, go to read modern algebra, Graph theory, cryptography, combinatorics and the like.

Standard version: Advanced Mathematics (such as Tongji) + Linear Algebra (such as Tongji) + Probability and Statistics (such as Zhejiang University) + Discrete Mathematics + Computational Mathematics Collapse.

Much shallower, much simpler than Pugao.

sin (-pie) = -sin pie.

degrees = 1 2.

cos pie = -cos0

Three. 1。Because in the series of equal differences: an=a1+(n-1)dsn=n(a1+an) 2

So from the meaning of the question: 5=a1+(n-1)x20=n(a1+5) 2

Solve this system of equations about a1, n to get:

a1=-5, n=6。

Compared with ordinary middle schools, the quality of vocational school students is uneven. Students will have different psychological barriers when faced with specific mathematics learning. Such as cognitive impairment:

Lack of understanding of the purpose of learning mathematics and lack of interest in learning; Disorder of will: fear of difficulties in front of the course and content, timidity, and confusion; Frustration disorder: unable to solve problems in learning, or repeatedly failing exams, doubting one's IQ and ability; Thinking Disorders:

In the process ......of learning, concepts are confused, ideas are confused, and self-confidence is lost, etcAll this poses a severe test to each of our mathematics teachers in vocational schools. In the face of this group of students who have a weak foundation, have not developed study habits, and have experienced the blow of the high school entrance examination, how can we carry out mathematics teaching? I think we should start with the following aspects:

1. Taking the first mathematics class of vocational secondary school to attract students is one of the starting goals of all teaching. But achieving this goal is not an easy task, especially in secondary schools. Modern psychology metaphors:

Different states of mind will produce different learning effects. All kinds of non-intellectual, emotional, and psychological factors weaken the motivation of mathematics learning as a whole, resulting in differences in students' abilities. Therefore, the role of emotional factors should be highly valued.

Let's talk about something practical, it's certain to do more questions, the main thing is to think logically when thinking, learn more learning methods and then cooperate with logic, don't know how to ask the teacher on time, and then remember the method of ending, I hope it will be helpful to the landlord.

The basic learning is not deep, and you can listen to it in class.

Match the student's original foundation.

Therefore, the first point of matching teaching is that the mathematics teaching of vocational high schools should emphasize matching with the students' original mathematics level, and in view of the uneven mathematical foundation of students, teachers put forward a solution to build scaffolds. It is to tutor these students with the most basic and practical mathematics knowledge first, and then selectively learn high school mathematics knowledge on this platform.

Learn practical mathematics.

Because many students have a poor foundation in mathematics and the traditional mathematics teaching methods are inevitably a bit boring, many students feel a deep headache about taking mathematics classes, and have a negative attitude or even rejection. How can we make students not hate math and even like math gradually? This is the second difficulty.

Therefore, the teachers of the mathematics group proposed to use mathematical games, mathematical stories, and mathematical appreciation to slowly infiltrate mathematical thinking into students' daily life, and use various mathematical knowledge to help students solve some difficulties in life or explain some interesting phenomena. In terms of teaching methods, this teaching method of using cases to solve practical problems in life is lively and flexible, and can be applied immediately after learning, with quick results and easy to grasp, thus improving students' enthusiasm for learning mathematics.

Matched with expertise.

It is useless to study mathematics, more than one vocational high school student has said this. How to match mathematics teaching with professional teaching to stimulate students' motivation to learn? This is the third question in the study of matching teaching.

According to the spirit of the Ministry of Education, vocational education must be dominated by the cultivation of vocational ability. Therefore, teachers define mathematics classes as a service to professional learning. Taking the architectural decoration major as an example, the teachers first systematically sorted out the mathematical elements and mathematical formulas to be applied to this major, and then found examples from the mathematical system and the architectural decoration system, compiled into a teaching plan, and taught the mathematical knowledge points one by one through case analysis.