Investigation Minority Areas Generating Function CPFS Mathematics Teacher Education Strategy And Structure

With the implementation of the new round curriculum reform, our country’s elementary education reform has made greater achievements. For mathematics, both in the process of the organization of the knowledge content and students’ learning is saturated with the cultivation of the sense to symbols, number sense, space visual sense,data analysis, reasoning and the modeling ideas. Strengthening these things can improve the students’ ability to obtain information in the information age to highlight the students’ ability of applying mathematics. Meanwhile, it also reflects the math is more close to students’ life and it is good for students to apply knowledge to life. This accord with the basic law of students’ physical and mental development. Besides, it can provide the necessary support in math for students to learn valuable mathematics students.Mathematics is an important part of basic education, the development of mathematics education quality needs teachers to give more attention to the students’ dominant position while take care of the student’s main body status, the improvement of teachers’ mathematics quality can help to optimize faculty from the source,and improve the quality of mathematics education. The same is true for universities in ethnic minority areas. Mathematics students’ mathematics literacy levels affect their future education teaching, and the perfect degree of the mathematics cognitive structure can be largely reflect mathematical literacy of students. In the process of mathematics learning, CPFS structure is unique and fine to the mathematical cognitive structure, therefore, by leaning CPFS structure for mathematics teachers can further optimize their existing system of mathematics knowledge, so can lay the foundation for their future teaching. Therefore, this study mathematics teachers of universities in ethnic minority areas in our country as the research object, the function of knowledge as the basis, using the method of literature analysis, questionnaire investigation, interview to understand mathematics students CPFS structure in the region, and analyzes the students’ CPFS structure on the overall performance, and discusses the students CPFS structure in different gender, grade and on the basic situation of student nationalities. The study found that the region function CPFS structure of mathematics teachers perform is relatively good wholly, but there are some potential problems, such as function the optimal number of mathematics teachers is lower than the CPFS structure structure weaker students. In terms of gender, men and women of mathematics teachers function CPFS structure exist significant differences. On the whole, the girl’s CPFS structure is better than boy’s. In the origin of student, students of northern Xinjiang function superior to the southern Xinjiang students CPFS structure as a whole, but the differentiation of northern Xinjiang students function CPFS structure is obvious. On the grade, mathematics students’ basic function CPFS structure show “U”, senior students has a better function CPFS structure, but the junior is not outstanding.On the basis of Mathematics teachers’ CPFS structure overall performance in the region and the analysis on gender and grade, the research from the course construction, education teaching and practical ability three aspects to put forward the corresponding countermeasures so that improve math students’ CPFS structure. Specifically, school should further optimize structure in terms of curriculum construction, pay attention to the school-based curriculum development, to develop the mathematics students’ consciousness for perfecting CPFS structure. Teaching should be based on cultivating mathematics teachers’ ability of multi-angle thinking and examine knowledge, besides, focus on the personal experience in the process of knowledge acquisition, so can make mathematics teachers to constantly improve its CPFS structure. In the practice, they should use various forms for mathematics professional skills training and strengthen the cooperation with local high school to improve the process of internship, let students to optimize their CPFS structure in practice. Through these education countermeasures, we hope can provide a new idea for continuously improving math students’ CPFS structure, thus promoting mathematics students’ literacy, and laying a solid foundation for them to grasp mathematics knowledge flexibly and have a multi-angle thinking way.