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很多数学教师不了解会计、财会管理基本知识,不清楚会计专业人才培养目标,只重视数学的知识结构和理论教学,因此中职数学教学往往缺乏专业针对性,学生感受不到数学对专业学习、今后工作和未来发展的作用,故对数学缺乏兴趣。此外,学生应用数学知识解决财会专业问题的能力较弱。如,学生在数学课上掌握了等差数列求和的方法,但在会计课上学习固定资产折旧的年数总和法时,却不能灵活运用。如果数学教师在教学中能根据专业特点,改变单纯讲授理论的教学,在财会专业的数学课堂上创设教学情境,添加市场经济和生活实践的相关内容,引导学生进行探究性学习,将极大地激发学生的学习热情,给课堂学习注入新鲜活力,让学生热爱学习并学有所得。
Many mathematics teachers do not understand the basic knowledge of accounting, accounting management, accounting professional training objectives, only pay attention to the mathematical knowledge structure and theoretical teaching, so the teaching of mathematics in vocational schools often lack of professional pertinence, students can not feel the math of professional learning, Future work and future development, so the lack of interest in mathematics. In addition, students’ ability to apply mathematical knowledge to solve accounting problems is weak. For example, students mastered the method of summing arithmetic of arithmetic progression in math class, but they can not flexibly apply when learning the sum of years of fixed assets depreciation in accounting class. If the mathematics teacher in teaching can change the teaching of pure teaching theory, create the teaching situation in mathematics classroom of accounting major, add the relevant contents of market economy and life practice according to the specialties of teaching, and guide the students to carry out exploratory study, which will greatly stimulate The enthusiasm of students in learning to inject fresh vitality into the classroom, so that students love to learn and learn something.