Research On The Status Quo Of Teaching Strategies Of Primary School Mathematics Teachers In Tibetan Areas

In mathematics curriculum standards for compulsory education(2011 edition),it is proposed that mathematics learning should enable students to acquire basic knowledge,basic skills,basic thoughts and basic activity experience,as well as the ability to find and put forward problems,and the ability to analyze and solve problems.As the leader of classroom teaching,the teaching strategy used by teachers directly affects the quality of classroom teaching,which restricts whether classroom teaching can meet the requirements of the curriculum standard.Therefore,teachers need to have a good grasp of teaching strategies.In order to accelerate the development of Tibetan education,this study,from the perspective of teacher teaching development,understands the current situation of teaching strategies of Tibetan primary school mathematics teachers,and hopes to improve the professional quality of Tibetan primary school mathematics teachers and assist the development of Tibetan education.By reading literatures,this paper constructs an analytical framework for teachers'classroom teaching strategies,and uses this framework to analyze the teaching situation of mathematics teachers in primary schools in Tibetan areas.The research framework of this paper is divided into four parts:1.teaching objectives;2.Teaching structure;3.Teaching content;4.Teaching methods.This research framework is used to explore the current situation of primary school mathematics teachers' teaching strategies in Tibetan areas and to find the changes of primary school mathematics teachers'teaching strategies after the national training.By analyzing the teaching objectives,teaching structure,teaching content and teaching methods of the classroom mathematics teachers in Tibetan primary schools,it is found that the teaching strategies of Tibetan teachers mainly present the following situations:1.The teaching objectives set by the teachers are basically in line with the requirements of the curriculum standard,but lack of attention to mathematics thinking and problem solving.2.Teachers' classrooms have regular mathematics teaching links,and the time allocation of each link is basically appropriate.3.The teaching content of the teacher is related to life,and the practice of the class fits the teaching content,but it is less creative and Openness.4.There are two kinds of teaching methods:discussion and communication or lecture and discovery in teaching,but most of the methods are lecture and discovery,and the teacher-student interactive dialogue mode is single,the classroom teacher-student interactive dialogue mode is mainly the funnel mode.Aiming at the problems in the teaching strategies of primary school mathematics teachers in Tibetan areas,the corresponding teaching strategies are proposed in the three aspects of teachers'teaching objectives,designing classroom questions and designing teaching activities.