Investigation And Research On Situation Teaching Of Mathematics In Middle Schools In Lhasa

Tibet,located in the southwestern border of China,has unique geographical features and cultural characteristics.However,in the long-term middle school mathematics teaching,it does not form its own unique situational teaching resources,which is the author's teaching resources for Tibet's special pornography,even though students The value of mathematics is still relatively high,fully affirming the value of mathematics and the role of Tibet's special eroticism teaching,only because most teachers lack understanding of Tibetan culture and Tibetan elements,but cannot design situational teaching based on Tibetan elements.In the end,students are not interested in mathematics learning.At the same time,most of the students are weak in basic education,which leads to lack of confidence in junior high school mathematics learning,and can't keep up with the normal teaching progress,combined with the influence of bilingual teaching,which ultimately leads to the overall poorly achievement of students.The thesis mainly combines the questionnaire survey method,interview method and other research methods.On the one hand,through the teacher questionnaire and teacher interviews,it investigates the current value of the junior high school teachers in Lhasa on situational teaching,the teaching status of teachers,and the teachers' development and utilization of Tibetan characteristics.The situational teaching resources,on the other hand,through the student questionnaire survey students' understanding of the value of mathematics and the status quo of situational teaching and problem situations.Based on the literature reading,the author deeply understands the relevant theoretical basis of situational teaching,and after combing the research status at home and abroad,with the guidance and help of the instructor,the design of the questionnaire on the status quo of situational teaching in Lhasa(teacher)and Lhasa City Situational Teaching Status Survey Study Questionnaire(Student)Two sets of questionnaires.Firstly,the teachers and students of Lhasa First Middle School were used as the front object.For the data of the front side,the questionnaire purification method and the total correlation method of the questionnaire were used to modify the questionnaire to make the questionnaire more perfect,so as to facilitate the data.analysis.In the large-scale distribution of questionnaires,according to the distribution of middle schools in Lhasa and the distribution of students' students,Lhasa First Middle School and Lhasa No.8 Middle School were selected in Lhasa,followed by Jiangsu,which was the second in teaching quality.Middle School and Lhasa Second Middle School,Dazi Middle School in the surrounding areas of Lhasa City were the subject of research.At the same time,according to the limitations reflected in the questionnaire,an interview outline for teachers was developed to make up for the shortcomings and deficiencies of the questionnaire.The main conclusions of this study are:(1)The structure of the teaching staff needs to be adjusted,and the concept of some teachers needs to be changed;(2)The development of situational teaching resources with Tibetan characteristics is insufficient;(3)Students lack awareness of problems;(4)The source of the created situation is relatively single,lacking operational situations;(5)Examination-oriented education still occupies the mainstream.At the same time,the following suggestions are made for the problems that arise:(1)Increase the development of teaching resources for Tibet's special pornography;(2)Further optimize the internal structure of the teacher team and strengthen cooperation and exchange;(3)Increase the awareness of the awareness of students' problems;(4)Strengthen communication with students;(5)Correctly look at situation creation and avoid going to extremes.Teaching situation as an important link connecting classroom and life,specific problems and abstract concepts requires our vast mathematics teachers to develop and use situations,develop and apply the situation suitable for Lhasa,and promote the steady development of education in Lhasa.