An Analysis Of The Attribution Of Junior Middle School Students' Mathematics In Ethnic Minority Regions And The Solutions

At present, more and more investigations have been done on national education field. The research contents and research methods have experienced significantly improvement. But the few efforts have been made on mathematics educational level attribution analysis of junior high school students in ethnic minority areas. So the conclusions and suggestions based on the research above is rare.This research is based on the Inner Mongolia autonomous region.524 students are selected as study object from 11 schools under different teaching modes. This thesis adopt text analysis, multivariate statistical analysis, item response theory method and structural equation model method to study conduct the investigation. This thesis have five parts as follow:The first chapter is the introduction part. It mainly focuses on the current political environment and cultural environment of ethnic minority education in Inner Mongolia autonomous region to demonstrate the necessity and urgency of the problem. The relevant domestic research and theory about mathematics education in ethnic minority areas is reviewed.In the second chapter, the object of study and research method are given and the theory foundation is illustrated.In the third chapter, quality analysis is done on the form used in the investigation to test the reliability, validity, difficulty, degree of differentiation and project information. Reliability and validity are tested on questionnaire in order to ensure the accuracy and effectiveness of the research.In the fourth chapter, the comparison is done between the students using Chinese and students using Mongolian. it is found that those students under different language have significant difference in mathematics academic achievement and potential traitsIn the fifth chapter, the further research was done on mathematics academic level difference under different teaching modes. First, define the learning habits, learning motivation and learning self-efficacy as personal factors. Next, the attribution analysis was done on junior middle school students mathematics educational level of Inner Mongolia autonomous region. The influence of learning habits, learning motivation and learning self-efficacy on the students using Chinese and Mongolian was investigated.In the last chapter, the conclusion of this thesis is shown and the advice for improving the mathematics educational level of the ethnic minority areas is demonstrated.