A Study On Enhancing The Learning Interest Of Minority Junior High School Students

In 2017,the Education Working Committee of the CPC Xinjiang Uygur Autonomous Region held a symposium on comprehensively promoting bilingual education in primary and secondary schools,and issued the Opinions on Strengthening and Improving Bilingual Education in Primary and Secondary Schools,officially launching the comprehensive coverage of standard spoken and written Chinese education in Xinjiang Uygur Autonomous Region.This paper uses literature research method,questionnaire survey method,interview method and experience summary method to actively explore ways to improve students’ learning interest in Xinjiang minority junior middle school mathematics teaching.In this paper,students of a middle school in Altay City were investigated by questionnaire.Although in recent years Altai City junior middle school mathematics classroom teaching reform has achieved obvious results.But overall,there are still some questions to be answered.A middle school in Altay City is selected for analysis.A middle school in Altay City is a nine-year boarding middle school,which better reflects the learning situation of ethnic minority junior high school students in Altay region,and further master the overall learning interest of ethnic minority junior high school students in Altay Region of Xinjiang.The research process of this paper is as follows: the first part is the introduction,which mainly describes the research background,research significance,research purpose,research methods,research ideas,research content and literature review of this paper.The second part is the theoretical basis of this research,which takes constructivism theory,hierarchy of needs theory and learning motivation theory as the theoretical basis to carry out in-depth exploration.The third part of the investigation is the analysis and investigation of the mathematics learning status of minority junior middle school students in Altay,Xinjiang.A total of 375 students were investigated,and 370 questionnaires were collected,with a recovery rate of 98.66% and an effective rate of93.33%.At the same time,20 middle school mathematics teachers in Altay City were interviewed about the current situation of mathematics teaching in order to objectively understand the actual situation of mathematics learning in a middle school in Altay City.The fourth part is the analysis of the investigation results.Based on the investigation of the mathematics learning of a middle School junior high school students in Altay City(student part)and the interview of the investigation of the mathematics learning of a middle school Junior High school students in Altay City(teacher part)for a middle school students,we understand the specific situation of the mathematics learning of a middle school students and the existing problems.At the same time,in order to confirm the authenticity of the survey results,21 students were followed up again,and the enrollment scores of some students were analyzed.Finally,it was proved that the students’ interest in mathematics courses in a middle school in Altay City was in a state of need to be improved.The fifth part is the strategy part.In the face of the situation that minority students in a middle school in Altay City are difficult to improve their interest in mathematics learning,the author puts forward the strategies oriented to multiple intelligences,mathematics classroom content,mathematics thought penetration and home-school alliance,and puts forward the perfect countermeasures with students and teachers as the starting point.In this way,minority students’ interest and emotion in mathematics can be improved effectively.