Investigation And Practice Research On The Present Situation Of Junior Middle School Students' Mathematical Activities In Ethnic Areas

Development of the times people today put forward a new requirement that on the basis of "double base", strengthen the cultivation of students’ innovative ability and practical ability. Professor Ning Zhong Shi in a math seminar meeting for the first time put forward the concept of "basic mathematic activity experience", and points out that the basic mathematic activity experience is cultivating students "innovation ability", and in 2011 the "Mathematics Experience the basic activities "put into the mathematics curriculum goals of "full-time compulsory mathematics curriculum standards (Revised)", emphasized that students experienced observation, experiment, speculation, verification, mathematical reasoning and exchanges of students in the learning process and the students accumulate experience through activities generated in the Mathematics learning process.In comprehensively promotion of the new curriculum reform, minority rural boarding schools have responded positively to reform the classroom teaching, but because of the social and economic development and the natural environment and other reasons, in terms of education reform still needs further improvement.In this paper, Hainan Tibetan Autonomous Prefecture in Qinghai Province in He xi middle school, through the test to investigate the students mathematics of basic activities experience in rural areas, the conclusion is that:1. The overall situation is not good, and most of the students at the first level and On the second level, students are basically stuck on the surface of the problem and recognize common, but rarely able to see the essence of the problem and a "large span of association"; 2. seventh grade and eighth grade than nine grade math basic activities better experience, accumulated a wealth of experience with the basic activities of a certain type of mathematical problem easier for students to reflect on the problems of logic, summed to obtain general conclusions; 3. For a certain type of mathematical inquiry questions students with basic activities nearby mathematical experience better able to achieve the migration experience of mathematics activity; 4. Compared accumulated rich experience in mathematics basic activity or no activity at math basic experience of students in this regard, just have not had time to accumulate contacts or for a long time no contact in this regard mathematics basic activities experienced students of the problem more difficult to explore and expand the association.On the basis of relevant theories and current situation, as reflected in the problem analysis, design and mathematics classroom activity teaching practice recommendations:1.students to actively participate in the activities and were met; 2 reform teaching mode; 3.sentiment from exception starting inductive reasoning process. And specify by designing teaching cases.Classroom teaching practice to sort out the problems reflected discussed, and basic mathematical activity experience to teaching practice should focus on students’ original intuition, guide students to a wealth of associations, timely summarize the basic activities of mathematical experience.