Research On The Current Situation Of Junior Middle School Students’ Mathematical Cognition In Tibetan Areas

In the popularization of compulsory education at present, mathematics new curriculum reform has been implemented for nearly 10 years, mathematics education in development, reform, innovation stage. However, minority junior middle school mathematics education in Tibetan areas facing the challenges of development. The pace of development of the Han Nationality Junior Middle School Mathematics Education in a certain gap between the urgent need of reform and innovation.The general problem of this research is "what is the present situation of junior middle school students’ mathematical cognition in Tibetan area". More specifically, the aim of the study is to consider the following questions. First, what is the status of junior middle school students’ mathematical cognitive status in Tibetan areas.Second, what are the key problems of the development of junior middle school students’ mathematical cognitive development in Tibetan area. Third, there is a kind of relationship between the junior high school students in the Tibetan area in the mathematical non intellectual (cognitive) factors and mathematical intelligence factors. Fourth, What’s the influence of the middle school students’ mathematical cognition on the quality of mathematics education in Tibetan areas.Specifically,the test results of mathematical interest are used as the standard to evaluate the mathematical intelligence factors of junior middle school students.From the point of view of gender differences, the test results were analyzed. Then, by means of substantive research. Through questionnaire investigation and other methods, the status of junior middle school students’ cognition of mathematics in Tibetan areas is analyzed, and the non intellectual factors that affect the mathematical cognition of Tibetan junior middle school students are analyzed. Based on cognitive learning theory and constructivist learning theory as the theoretical support, the theoretical basis of the analysis of the status quo of junior middle school students in Tibetan areas. The non intellectual factors of Mathematics (cognitive) were quantified, and the data were analyzed by statistical software Spssl9.0, and the correlation analysis results were obtained.Then,combining theory with practice,summed up the characteristics of the status quo of the junior middle school students’ mathematical cognition in Tibetan areas. And the key factors affecting the mathematical cognition. Finally, using statistical software to compare the differences between mathematical intelligence factors and non intellectual (cognitive) factors.It is concluded that Mathematical intelligence factors and non intelligence factors (cognitive) there is a significant correlation between, different cognition affected the quality of teaching is good or bad. Based on proposed corresponding suggestions, hope helpful for improvement of future Tibetan areas of minority mathematics education teaching quality.Through in-depth investigation and analysis the following conclusions. The mathematical intelligence factors present situation, most of the students are not able to flexible use of mathematical knowledge, mathematical intelligence level is not very high; mathematics is very difficult. For most Tibetan students. However, in the survey can be seen, there are very few students’ intelligence and high level. Just, mathematical intelligence level, boys generally higher than girls. Current characteristics of non intellectual factors. Mathematics learning methods is not proper, but also on mathematics learning interest is not strong. Almost no mathematics learning motivation, also don’t make preparation before class, class teachers answer questions, questioning the good habit of studying.