How to Cultivate Students’ Craftsman Spirit in H

How to Cultivate Students’ Craftsman Spirit in

Higher Vocational Mathematics TeachingJin Kang, Tian TianShaanxi Industrial Vocational and technical collegeAbstract: At present, the new education is developing continuously, and higher

vocational education is generally concerned by people. Higher vocational education

mainly focuses on cultivating professional high-quality talents, while craftsman

spirit mainly focuses on cultivating students’ spirit of hard work, assiduous

study and pursuit of refinement. Integrating craftsman spirit in higher vocational

mathematics teaching is of great significance to the development of higher

vocational students. Therefore, in higher vocational mathematics teaching, teachers

should use scientific teaching methods to integrate the craftsman spirit and provide

important support for students’ development. This paper mainly analyzes how to

cultivate students’ craftsman spirit in higher vocational mathematics ds: Higher vocational education; Mathematics teaching; Craftsmanship

spiritDOI: 10.47297/wspiedWSP2516-250008.20210512In the process of continuous economic and social development, the craftsman

spirit has emerged. Craftsman’s spirit is a kind of industrious, brave, loving one’s

profession, studying hard, struggling hard and pursuing exquisite spiritual quality.

With the continuous development of new education, people pay more and more

attention to the development of students’ craftsman spirit. In higher vocational

mathematics education, cultivating students’ craftsman spirit is an important trend

in the new era. Integrating craftsman spirit with mathematics education has an

About the author: Jin Kang (1992-07), female, Han nationality, native place: Xianyang,

Shaanxi, public course teaching department, professional title: teaching assistant, master’s

degree, research direction: College Mathematics Teaching and mathematical Tian (1993-11), female, Han nationality, native place: Tongchuan, Shaanxi Province,

public course teaching department, Title: Lecturer, master’s degree, research direction: uni-versity mathematics teaching and mathematical modeling.

Funded project: 2021 general project of college level humanities and social sciences of

Shaanxi Industrial Vocational and Technical College “An empirical study on cultivating

craftsman spirit of Higher Vocational Students Based on mathematical modeling” (Project

No: 2021YKYB-019）.60

How to Cultivate Students’ Craftsman Spirit in Higher Vocational Mathematics Teachingimportant impact on students’ development, which can enable students to develop

a good quality of hard work and painstaking research, enable students in higher

vocational colleges to continuously develop to a higher stage and provide strength

support for socialist construction.1. Bring the Cultivation of Craftsman Spirit into the Goal of Higher

Vocational Mathematics Teaching(1) To design a mathematical teaching and education model that is integrated

with the craftsman spirit. In the process of higher vocational mathematics education,

it is necessary to understand students of different majors and design reasonable

standards of artisans’ spirit. Taking the cultivation of students’ professional quality

as the main goal, on this basis, combining mathematics knowledge with craftsman

spirit, creating a new mathematics teaching model to meet the development needs

of new education and lay the foundation for the good development of students.(2) We should put craftsman spirit education into practice in mathematics

teaching plan. In the process of mathematics teaching in higher vocational colleges,

the craftsman spirit should be integrated into the actual educational content, and

relevant knowledge and skills should be integrated into it. At the same time, it is

necessary to integrate the spirit of assiduous study and meticulous pursuit into

the study of mathematical knowledge, and cultivate students’ craftsman spirit in

various ways. For example, in the process of teaching function-related knowledge,

teachers can combine the teaching content with life examples to attract students’

curiosity. Then, with the help of multimedia teaching equipment, students can

show the relationship between functions and variables, so that they can deepen their

understanding of the concept of functions. Then, through examples, they can show

students several properties of functions, so that students can explore the boundedness,

monotonicity, parity, periodicity and so on of functions, so that students can

practice repeatedly. Strengthen the study of functional knowledge, at the same time,

teachers should strengthen the interaction with students, guide students to delve into

knowledge, and enable students’ craftsman spirit to be shaped

[1].(3) The craftsman spirit should be integrated into the whole process of

mathematics teaching. Teachers of mathematics should fully consider the

characteristics of students’ physical and mental development and mathematical

ability when designing teaching, and arrange teaching for students in sections.

First, let students develop good spiritual qualities of assiduous study and innovation

by learning mathematical knowledge; Secondly, in the teaching of mathematics

knowledge, attach importance to the cultivation of students’ craftsman spirit, train

students’ ability to solve problems and inspire students to think independently;

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Journal of International Education and Development Vol.5 No.12 2021Finally, professional knowledge and skills should be integrated into mathematics

teaching, so that students’ comprehensive quality can be improved.2. The Combination of Higher Vocational Mathematics and Specialty

Shapes the Craftsman Spirit(1) Curriculum, change the guiding ideology of mathematics as the center. In

the process of setting up mathematics courses in higher vocational colleges, we

should attach importance to the development of students’ professional ability and

practical ability, and attach importance to the development of students’ professional

skills. In the process of actual mathematics curriculum design, attention should

be paid to the connection with other disciplines, and students should be taught by

stages and modules. In the choice of teaching content, attention should be paid

to the connection between practice and major, and appropriate teaching materials

should be selected in combination with specific teaching content to carry out

teaching work [2].(2) On the teaching content, strengthen the connection with specialized

courses. When designing mathematics courses, teachers should combine with

students’ actual majors to meet students’ actual needs and design teaching

scientifically. For example, in mathematics teaching for mechanical majors, we

need to pay attention to combining the knowledge related to curve and graph

drawing. For students majoring in economic management, we need to combine the

knowledge related to economic profit in mathematics teaching to provide important

support for students’ development.(3) Professional examples, training practical application ability. The most

important thing for the study of mathematics knowledge is to apply knowledge

reasonably, and pay attention to the cultivation of students’ practical application

ability. For example, in the example teaching of mathematics, teachers can use

task-based teaching method to create opportunities for students to actually apply

knowledge, so that students can complete tasks according to what they have

learned. At the same time, attention should be paid to the combination with

students’ majors and reasonable practical teaching tasks, which can build the

connection between mathematics and majors and stimulate students’ curiosity about

knowledge [3].62

How to Cultivate Students’ Craftsman Spirit in Higher Vocational Mathematics Teaching3. Higher Vocational Mathematics Classroom is the Main Camp to

Shape Students’ Craftsman SpiritIn higher vocational mathematics classroom teaching, it is the main camp

to shape students’ craftsman spirit. We should put the requirements of the new

education reform into practice, pay attention to the shaping of students’ craftsman

spirit, and fully integrate craftsman spirit and cultivate students’ comprehensive

ability in the whole process of higher vocational mathematics classroom teaching.(1) The integration of craftsman spirit in classroom teaching is the foundation.

In the practice of mathematics classroom teaching in higher vocational colleges,

teachers should pay attention to the blackboard writing, ask students reasonable

questions, apply scientific mathematical terms, pay attention to the rigor of

teaching, and grasp the details in the whole process of teaching. For example, when

students answer questions, teachers should pay attention to whether the students’

answers are correct, whether the steps of solving mathematics meet the standards,

whether the writing meets the requirements and so on. In the ordinary mathematics

teaching, students should gradually develop the habit of doing things carefully and

seriously.(2) Classroom teaching attaches importance to the shaping of students’ learning

ability. In the practice of mathematics classroom teaching in higher vocational

colleges, teachers should fully understand students’ characteristics, choose teaching

methods suitable for students’ learning, carry out targeted teaching, and not blindly

adopt full coverage, which is not conducive to the development of students with

different learning levels. In order to effectively improve the learning ability of all

students, teachers should consider the differences among students, rationally design

teaching and adopt diversified teaching methods, so that students of different levels

can effectively learn. For example, when teachers teach the knowledge related to

indefinite integral, teachers can use multimedia teaching equipment to introduce

the concept of indefinite integral for students by using the example of variable-speed linear motion, so that students can fully realize the importance of indefinite

integral, let students know that indefinite integral is a function family, and help

students strengthen their understanding of knowledge through some examples, so

that students can discuss the relationship between integral operation and differential

operation. After completing the classroom teaching, teachers can assign after-school tasks for students, so that students can do extra-curricular extension learning

by means of Superstar learning micro-courses, or massive open online course, etc.

Teachers can design curriculum breakthrough games for students of different levels

according to the difficulty level of knowledge, so that the abilities of students of

different levels can be improved, thus shaping students’ craftsman spirit.63

Journal of International Education and Development Vol.5 No.12 2021(3) Integrating craftsman spirit education into the whole process of

mathematics teaching. To integrate craftsman spirit in higher vocational

mathematics teaching, we should integrate all the links of the whole course, design

the teaching goal of craftsman spirit in each class, and let students shape moral

character while learning knowledge. We should actively design teaching activities,

and integrate craftsman spirit reasonably, which can create opportunities for

students to discuss cases, and enable students to conduct research by combining

their own mathematical methods. By this way, we can gradually shape students’

craftsman spirit and promote the development of students’ comprehensive ability

[4].4. ConclusionTo sum up, it is an inevitable trend of social development to mold students’

craftsman spirit in higher vocational mathematics classroom teaching. Therefore,

higher vocational mathematics teachers must attach importance to the shaping

of students’ craftsman spirit, so that students can constantly adapt to the needs

of social development and cultivate a group of high-quality talents for socialist

nces[1] Wang Li, Luo Hao. “On the path of cultivating students’ craftsman spirit in the pro-cess of higher vocational mathematics teaching” [J].

Shanxi Youth, 2019,(6):207-07.[2] Jin Xiuyan. “On the position and role of higher vocational mathematics curriculum

in cultivating students’ craftsman spirit” [J].2021(2018-22):178-80.[3] Lin Jianqing. “Exploration on the method of integrating craftsman spirit into higher

vocational mathematics teaching” [J].

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Teaching (China Xunbao), 2020(5):67-68.[4] Huo Chunguang. “Analysis on the cultivation of craftsman spirit of higher voca-tional students from the perspective of mathematical culture” [J].2021(2019-7):105-08.64