High School Math Teachers Implement The New Curriculum Adaptive Research In Tibet

It has been three years since the New Curriculum Reform of Senior Middle School carried out in Tibet. New curriculum brought new ideas, new materials, new content, new structures, and new teaching methods. Compared with the teaching materials in the past, new curriculum of high school mathematics is more closely combined with the development of the times and realities of life, and reflects new developments, new requirements and changes in mathematics and its applications. Whether the new curriculum in mathematics will be successfully carried out depends on high school mathematics teacher’s understanding and grasping of new ideas, new materials, and new methods.Due to the special human geographical environment of Tibet, in the process of implementing the new curriculum, teachers will definitely face a lot of confusions, difficulties and challenges; the degree of their adaptation to the new curriculum will determine whether the New Curriculum Reform will eventually achieve the desired objective. New curriculum also put forward higher requirements to teachers, such as:great changes have taken place in roles, knowledge, ideas, methods and teaching skills, ect.. Facing these, will Tibet’s high school mathematics teachers be able to adapt? How to adapt as quickly as possible? What is the experience of most high school teachers of mathematics on new courses during more than a year? What kind of reference can it provide for the subsequent course of implementation?Based on the above reasons, the research on "the adaptability of Tibet’s high school mathematics teachers on new curriculum" is put forward. This paper studies104high school mathematics teachers from Lhasa, Shannan Prefecture, Shigatse Prefecture, Linzhi Prefecture, Changdu Prefecture and Ali Prefecture by tests and individual interviews to know the current situation of high school mathematics teachers’adaptation to new courses and the outstanding problems of teaching area. At the same time it studies the degree of recognition of this round of new curriculum, and difficulties in the subject knowledge reserve of new courses implementation and the professional ability preparation. According to this, corresponding recommendations and measures have made. The study draws the following conclusions:①Teaching ideas fail to change in time;②Lack of subject knowledge reserve;③Teaching strategy fails to update in time;④Training and evaluation fail to adjust in time.The main purpose of this study is to find out the difficulties and problems of the current high school mathematics teachers in our region in the process of implementing the new curriculum, so as to provide facts and practicable recommendations to push forward the curriculum reform, and to promote the comprehensive development of students. But due to limited samples, it is imperfect. If there is limitation, please correct me.