Investigation And Analysis Of Interest In Mathematics Study Of Minority High School Students And Exploration Of Cultivation Strategies

China is a unified multinational country.The education of ethnic minorities is closely related to social development,and it is one of the key issues in the current educational research.What's more,The senior education is closely related to the future development of ethnic minorities.As a compulsory subject in senior high school,mathematics plays an important role in the improvement of students' thinking quality,ability and future development,and it is also important in the senior education of ethnic minorities.Learning mathematics well is the basis of students' continuous learning and the need of development.Most of ethnic minority high school students come from the cold mountainous areas and the border areas.Their living conditions are hard,their education environment is backward,their educational resources are relatively small,and their family education is not in place.At present,the current situation of most minority high school students is: low interest in mathematics learning,low efficiency in mathematics classroom,too big gap between the effect of mathematics learning and what they want,fear of difficulties in mathematics learning,and lack of confidence in the process of mathematics learning.How to cultivate the interest of minority high school students in mathematics learning and how to help minority students develop better is a problem worth exploring.As for this problem,this study conducted a questionnaire survey on 436 student representatives and 18 teachers in Chuxiong National Middle School in Yunnan.The student representatives are from three different levels:top students,middle-level students and underachievers,and the three teacher representatives are at the different age.The results provide a comprehensive and in-depth understanding of the students' mathematics learning attitude,feelings,interests and methods.Combined with the teaching experience of the writer and her colleagues,on the basis of absorbing the excellent research results of many experts and scholars,according to the interest theory,constructivism learning view and teaching theory,Ausubel's learning motivation theory,Maslow's hiearchy of needs theory,the writer take class 208 in her school as the experimental class and carried out the teaching practice exploration activities.After summarized and analyzed the results of practice exploration,the writer offer some effective teaching strategies to cultivate the interest of ethnic minority high school students in mathematics learning.The main teaching practice research: 1.Integrating mathematics culture into class culture construction;2.Elaborately designing classroom teaching;3.Establishing mathematics learning group and carrying out group cooperative learning;4.Students' mathematics learning interest conversion case.Through the exploration of teaching practice activities and the analysis of teaching practice effects,the following effective teaching strategies are obtained to cultivate the interest of ethnic minority high school students in Mathematics Learning:(1)Pay attention to the cultivation of mathematical culture.The history and culture of mathematics can be integrated into teaching activities and the construction of class culture.(2)Optimize mathematics classroom teaching.Everyone participates in the mathematics class to create the active atmosphere;uses the pithy formula in teaching;displays the mathematics thinking process;penetrates the mathematics ways of thinking;pays attention to the foundation and training the student's solution ability,makes the students feel relaxed in mathematics;uses the multimedia auxiliary teaching reasonably according to the teaching content;introduces the life material reasonably,makes the mathematics useful in students' lives.(3)Develop students' good habit of mathematics learning.Cultivate the habit of special use and focusing on efficiency;the habit of asking questions and asking teacher for more teachers;the habit of cooperative learning and "talking about mathematics".(4)Improve the quality of teachers.Cultivate solid subject knowledge and excellent basic teaching skills;concern for and care for students,establish a harmonious relationship between teachers and students;practise what he preaches,teach by using personal examples.(5)Guide students to establish ideals and beliefs,help students to set goals.(6)Arrange after-class exercises in different layers.The daily examination focuses on the basis and reduces the difficulty appropriately.