Research On The Problems And Improvement Strategies Of Mathematics Teaching In High School Classes In Tibet

The Tibetan senior school in the inland is an important part of national policy to support Tibet,plays a special important role in the construction and development of Tibet region.However,the foundation of Tibetan students is not good,and they must face up to the cross cultural adaptation problems,after coming to the inland,consequently the Tibetan senior school in the inland students' academic performance is not very ideal,especially in mathematic.Culturally responsive teaching is a teaching theory came into being against minority education problems and continuously remains development.It takes the students' mother culture and their learning characteristics formed in the learning process seriously,and emphasizes that the students' mother culture should be promoted as "bridge" to improve students' academic performance,rather than obstacles.This study aims to apply Culturally responsive teaching to seek methods to improve the mathematics learning of the Tibetan senior school in the inland students.The main body of this thesis is divided into four chapters.The first chapter is a brief overview of Culturally responsive teaching,including rationale and content and requirements;The second chapter usees an case school as example to analyze the present teaching situation and problems Tibetan senior school in the inland.At present,Tibetan senior school in the inland exists many problems,such as lacking mathematics learning motivation,poor mathematics learning habits,the weak ability of autonomic learning in mathematics,the imperfect mathematical cognitive structure and mathematical thinking ability;The third chapter analyzes the influence factors of Tibetan senior school in the inland students'mathematics study,mainly from three aspects,the cross-cultural education,the characteristics of Tibetan culture,Tibetan cognitive features of thinking,attempt to analysis the reasons behind Tibetan senior school mathematics learning problems from the cultural angle;The fourth chapter is about how to ues Culturally responsive teaching to improve the mathematics learning of Tibetan senior school in the inland students.Firstly,we should establish guarantee mechanism,which need cooperation of national policy support,teacher training,teaching research and exchange platform.Secondly,curriculum construction,building a generative classroom,writing multicultural teaching material and making full use of the hidden course resources.Thirdly,in terms of teaching design,we should consider the students characteristics in the aspect of language learning,cognition,the way of thinking to make a more reasonable teaching plan.