The Language Study Of Mathematics Classroom Teachers In Elementary Schools In Tibetan Areas

Since the implementation of the new curriculum reform in our country,teacher language has been gradually taken seriously as an important part of classroom teaching.Chinese scholar Zhong Qiquan once pointed out that the core link of education reform is curriculum reform.which focuses on classroom teaching in which teacher language is the key.Due to the relatively lagging economic development and the influence of education development in Tibetan areas,the teaching ability of Tibetan teachers is relatively weak,which should be paid more attention by researchers.This paper selected the mathematics classroom teaching records of six primary schools in Tibet,Yunnan,Qinghai and Gansu Tibetan areas as the research object.This study used literature analysis,classroom recording analysis,qualitative and quantitative analysis.By analyzing the six-course class in the classroom,the language distribution of the teachers in Tibetan areas was obtained and some suggestions for the improvement of the language of Tibetan teachers were provided.The research process of this paper is as follows:The first stage:literature research.On the basis of extensive reading of domestic and foreign literatures,the relevant concepts of this paper are defined,the research background is clarified,and the research methods consistent with this research are determined by combing the literature.The second stage:research design.Determine the research questions,research objects and research framework of this paper,and design the research process.The third stage:case analysis.By using NVivo11 software,the classroom teaching record is coded according to the process of the previous stage design,which is also analyzed through three aspects:the relative time of each language type,the distribution of each language type and the text of the classroom record.At last,corresponding conclusions are given.The fourth stage:summed up reflection.Summarize the language characteristics ofprimary school mathematics teachers in Tibetan areas and give general advice.The research results and shortcomings of this paper are summarized.The main conclusions and recommendations of this paper are as follows:1?According to the coding framework of Tibetan teachers'language,the statistical data is studied,and the characteristics of Tibetan teachers'language are mainly composed of questioning language and declarative language.The proportion of imperative language is high,inspiring language and motivation.Sexual and feedback languages appear less.This also shows that the proportion of teachers in Tibetan areas needs to be further improved.2?According to the questioning language coding framework of Tibetan teachers,the characteristics of the questioning language of Tibetan teachers are that the questioning language is mainly presented by simple questions.The difficulty of questioning needs to be improved,and the frequency of memorizing and mechanical questions is too high.The proportion of complex questions needs to be further improved.Among them,complex questions are mostly comprehension questions,and evaluative questions are rare.The types of questions need to be improved,mostly to the student group.3?According to the above conclusions and the practical significance and role of different types of teacher language in classroom teaching,it is suggested that teachers in Tibetan areas pay attention to the application of feedback language in classroom teaching,and pay attention to the proper use of heuristic language and ask questions variously.The method of asking questions should be diversified in which the single-question questioning method to the student group should be minimized.The teachers should be encouraged to appropriately use the questioning method,for example,asking questions before naming some students to answer.In that way,the students can truly participate in the classroom teaching.