The Research On The Design Of Tibetan Schools Compulsory Education Mathematics Teaching Cases On The Basis Of The Tibetan Cultural Heritage

In the 80s of the last century or so, an increasing number of foreign mathematics education researchers have begun to focus on the problems of minority mathematics education, multicultural mathematics education and cross-cultural mathematical education, expanding the research field of Minority Mathematics Education.Meanwhile, researches of minority mathematics education with Chinese characteristics have been successively carried out in China. In the reform of Chinese mathematics education, minority mathematics education is significant, abundant national mathematical culture gradually became endangered in the shock of"Mainstream culture", "Multi culture" and "Modernization” and so on, and have not been effectively inherited. Based on the Chinese Ethnic culture and Mathematics education, the research integrates the minority culture with Mathematics education,studies the education phenomenon and problems that emerged in the process of Tibetan students receiving mathematics, designs on the compulsory education mathematics teaching cases on the basis of the National mathematics culture inheritance, which are aims to explore the improvement of Tibetan mathematics education level and the effective way of Tibetan cultural inheritance.The main research methods in the present study include literature research and field research. The research, on the one hand, constantly consult literatures, on the other hand, carry out field survey in Tibetan areas, then screen and collect relevant materials, design the compulsory education mathematics teaching cases on the basis of the National mathematics culture inheritance. By analysis case, summarize the characteristics, put forward proposals for design and implementation of the teaching cases. Thus, the following questions were investigated:1.Sort out Tibetan mathematical culture resources that can be integrated into the Tibetan school compulsory education.2.Design the teaching cases on the basis of the Tibetan mathematical culture inheritance of compulsory education.3.Put forward proposals for the implementation of the Tibetan Schoolcompulsory education mathematics teaching on the basis of the Tibetan mathematical culture inheritance.Through deep into social lives, communities and the classroom in Tibetan areas,surveyed, inquired, collected all kinds of data and information, the research sorted out five aspects of national mathematical morphology of Tibetan mathematics and cultural resources: “Tibetan digital culture”, “Tibetan multiplication”, “Tibetan costumes, architectural geometry”, “Building geometry”, "Art of painting in the geometry”, and “Mathematics and astronomy”, “Mathematics and Sudoku”,“Mathema tics thought and Tibetan Buddhism”, three aspects of the application of mathematical morphology of Tibetan mathematics cultural resources, digging out the meaning of mathematics culture. Through further analysis of literatures related to the design of mathematics teaching cases, combined the screened Tibetan mathematical culture resources, the collected excellent teaching cases and Tibetan compulsory education mathematics teaching practice properly, in accordance with the mode‘Design thought- Creating situation- Problem posing- Problem solving- Teaching suggestion' designed out seven teaching cases as follows”Simple multiplication calculation and multiplication rhymes”, ‘‘Mathematics and Sudoku'', “The understanding of the lozenge and lozenge properties”, “Translational, rotation and axial symmetry and rotation transformation”, “Simple statistics”, “The application of statistical figure”, “Golden Section”, suitable for Tibetan students mathematics learning and in favor of the Tibetan mathematical culture inheritance.Finally, the paper puts forward proposals for the implementation of the Tibetan School compulsory education mathematics on the basis of the Tibetan mathematical culture inheritance:In the design of teaching Cases, teachers should build up The Consciousness of Tibetan mathematical cultural heritage; should take the initiative to collect and select material of mathematical culture, excavate the connotation of Tibeta n mathematics culture; should master the design on the basis of the Tibetan cultural in heritance of Tibetan school mathematics compulsory education mathematics teaching method of case. In the teaching, pay more attention to the overall implementation of t he teaching goal, Pay more attention to the autonomous status of students in learningactivities; Teachers should adopt flexible and varied teaching methods.