Liangshan Yi Autonomous Prefecture Ethnic Middle School High School Mathematics Teaching Survey And Case Studies

Since China's implementation policies of basic education, the development of education in the West has more dramatic results, but the overall level continues to lag phase, especially in some remote areas of the ethnic minority areas, the phenomenon of education resource distribution was inhomogeneous. it was a Hotspot after the meeting discussed how to "promote the education fair, the promotion of education of balanced development" once again in 2010. Sichuan is a multi-ethnic province, is the largest of the districts, how in these remote implementation education in minority areas of balanced development, and targeted by recommendations, education researchers to urgent attention to real problems, it is one of the basic education reform.This study select Xide County middle school, Liangshan Yi Autonomous Prefecture, Sichuan province as a research site, and combined with part of Zhaojue County middle school. Mainly through the following studies:first, to survey form on one of the two classes of all the students of mathematics study to understand the overall situation; to individual interviews form to track the status of the investigation. At the same time, according to the teachers of mathematics pedagogical content knowledge (MPCK) to draw up an outline on one interview with mathematics teacher for semi-structured interviews; Secondly, implementation of classroom observation and make classroom video on teachers and students in the classroom behavior study; investment analysis for individual students mathematics learning journal for interpretation; mathematical learning psychology research methods will students in problem solving in cognitive skills using ingredients to split, and finally into a case study of the form. The entire research design and implementation process puts global and local perspective students everyday mathematics learning all aspects of the investigation, want to be able to take a different view to render the national middle school teachers and high school readers of mathematics teaching and learning, and their inner world. Finally, for teachers and students in the teaching and learning of bewilderment, through analysis and summary, introduce new teaching method guidance critiques of teaching (short title:DJP method) and the national teachers'in-service training content recommendations. Articles are divided into three parts:The first part chapter. According to summarized the past studies in this field, we establish the purpose and direction of my study. Through the mathematics education in minority areas of research results for review conducted by Chinese scholars nearly two decades, clear of his research methods and research interests, that is, in the past by volume on the basis of research methods, focusing on the use of case studies, on the Liangshan two normal schools for teachers and students of high school mathematics subjects of investigations and analysis.The second chapter. According to three case students, we description and display of ethnic minority students real-life learning situation and difficulties from several dimensions in terms of the mathematics learning levels, learning ability, math element cognitive skills levels. At the same time, also on the two senior mathematics teachers for classroom observation, to which a teacher interviews, and finally the status quo from teachers respectively, effort, and pressure, education ideas, classroom teaching and learning in five aspects.The third chapter. We suggest that mathematics teachers should follow the "less is more" principle while settings class examples, homework; adoption of guidance in critiques of the teaching method (DJP pedagogy) optimize the classroom teaching, use math tutoring, as students prepare and review of data on national teacher in-service training should focus on knowledge from mathematics teaching content (MPCK) angle design and selection.