A Practical Study On The Presupposition And Generation Of Mathematics Classroom Teaching In Junior High School In Tibet

Under the background of the new curriculum reform,various new instructional methods hav been emerging in an endless stream from place to place.With the implementing of the educational reform,education in Tibet has also been comprehensively reformed.As the most fundamental organization form of school teaching,the classroom instruction's presentation effect is undoubtedly the key to determine the curriculum reform's success or failure.Under the guidance of the “teacher-led,student-centered” educational conception,presupposition and generation has been put forward in the first place of the reform.Most schools and faculties have realized its significance and essence in the concrete practice of instruction and research as well as educational reform.Based on such background and guided by theories at home and abroad as well as collecting massive cases through employing the literature method,case analysis and action research,combined with the current situation of the Tibet mathematics classroom instruction and from the perspective of clarifying the relationship between presupposition and generation,this research tries to discuss the relative issues on the presupposition and generation of mathematics classroom instruction in Sannan of Tibet,Province of Tibet and further presents Tibet mathematics classroom instruction's assumption with respect to the presupposition and generation issues in order to propose some suggestions on building proper local high-efficient Tibet mathematics classroom and enhancing teachers' instruction ability.This research firstly studies from the theoretical aspect then transforms into the analysis of the current situation of presupposition and generation in the Tibet local mathematics classroom.As for the theoretical part,it mainly discusses the relationship between mathematics classroom instruction while the analysis part mainly proposes some problems of the presupposition and generation existing in the case school class started with the relative cases.Finally,this paper puts forwards some feasible suggestions on the adjustment and reform of Tibet mathematics teachers' instruction behavior.The study results are as follows:1.Analysis of the current situation of the Tibet junior middle school mathematics classroom instruction:(1)Tibet mathematics teachers in general lack adequate comprehension of the theory which result in the inappropriate employment of generation;(2)stereotypical presupposition constrains the creative generation;(3)excessive generation deviated from the realization of the instruction target.2.Suggestions on the rational presupposition and generation in the Tibet junior middle school mathematics classroom instruction:(1)reform teachers' idea of the presupposition and generation in classroom instruction;(2)enhance mathematics teachers' professional qualities of Tibet junior middle school;(3)reform instruction behavior,design instruction elastically and make instruction alive.