五年制高職財(cái)經(jīng)類專業(yè)數(shù)學(xué)教學(xué)現(xiàn)狀及其對(duì)策研究——以蘇州旅游與財(cái)經(jīng)高職校為例.pdf

1、蘇州大學(xué)碩士學(xué)位論文五年制高職財(cái)經(jīng)類專業(yè)數(shù)學(xué)教學(xué)現(xiàn)狀及其對(duì)策研究以蘇州旅游與財(cái)經(jīng)高職校為例姓名：陳杰申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：教育碩士指導(dǎo)教師：殷堰工201210英文摘要五年制高職財(cái)經(jīng)類專業(yè)數(shù)學(xué)教學(xué)現(xiàn)狀及其對(duì)策研究一以蘇州旅游與財(cái)經(jīng)高職校為例CurrentSituationandStrategiesofTheFive—yearVocationalFinanceprofessionalMathematicsTeaching—Tal【ingS

2、uzhouTourismandFinanceInstituteAsanExampleAbstractAsaspecialformofthehighervocationaleducation，thefive—yearvocationaleducationhasdecadesofhistoryinChinaItisanimportantpartofChinesevocationaleducationItisnotonlyanewtypeof

3、highereducationforthedualattributesofbothhighereducationandvocationaleducation，butalsohasthedualtaskofvocationalandhighervocationaleducationAsafiveyearvocationaleducationfoundationcourse，mathematicshasabstractcontentsand

4、theprofessionaltargetedisnotstrongInthesalienceofoccupationskillpositiontodaysomefiveyearvocationalschoolfocusonstudents’professionalknowledgeandoccupationskilllearning，buthasneglectedmathematicscoursesFacingallthedissat

5、isfactionsofmathematicsteaching，ICannothelpbuthavehiddenindeepconfusion：Howtoseekanewbalancepointinthefive—yearvocationaleducationteachinggoalsandmathematicsteachingcontradictionsinordertomakeitconformtothedevelopmentofv

6、ocationaleducationThispaperstartingfromSuzhouTourismandFinanceVocationalSchoolFinanceprofessional，byusingthemethodofquestionnaire，interviewandactionresearchmethod，hasanalysedtheproblemsofthecurrentfive—yearvocationalmath

7、ematicsteaching，proposedthecorrespondingcountermeasuresandhasbeentryingtobuildascientificandefficientmathematicalteachingmechanismonthebasisofafullinvestigationofthefouraspectsofthepresentsituationofstudents’mathematicsl

8、earning，curriculumandteachingmaterials，professionalneeds，teachers’teachingpresentsituationThemainmeasuresinclude：infiltratingthcfinancialprofessionalmathematicscultureintothedailyteachingfollowtheparticularityofstudents；