| With the gradual deepening of the new curriculum reform,we deeply realize that the purpose of education is not only to impart knowledge,but also to cultivate students' ability to adapt to the new requirements of the times.As an important part of the curriculum system of compulsory education,mathematics plays an important role in the development of students' abilities.In addition to imparting mathematical knowledge to students,the more important thing is to cultivate students' mathematical ability,the academic community has not yet reached a consensus on the specific connotation of mathematical ability.From the psychological point of view,the ability of mathematics is a kind of individual psychological characteristics which can be successfully completed and influenced by the activity of mathematics.For a long time,domestic and foreign researchers have conducted in-depth research on mathematical ability,but the concept of mathematical ability definition,composition,structure has not yet reached a common understanding,from the study method,the existing research focus on the level of analysis theory of mathematics ability element,lack of empirical research.From the research point of view,the existing research on the selection of the object of study is mainly concentrated in the central and eastern regions of the developed economy,the minority areas of the development of mathematical ability of students can be described as rare.With a new round of national mathematics curriculum reform advancement,mathematics education level of ethnic minority areas has become increasingly prominent,mainly in the overall low level of internal differences,education measures and other aspects of the implementation is difficult.In this context,to fully understand the ethnic minority students mathematical ability development level for our education reform,narrowing the mathematical ability of students in ethnic minority areas development differences,improve mathematical ability in minority areas has important practical significance to the development level.The situation of minority areas is more complex,in addition to teaching factors,there are many factors affecting the development of students' mathematical ability,such as family environment,religion,history and culture,etc.For the convenience of the research,this paper chooses a primary school in Qinghai Tibetan Autonomous Prefecture in Hainan province Guinan County of Han and Tibetan students as the research object,through the investigation of the school development level of Han and Tibetan students' mathematics ability,learning ability of in-depth analysis of the Tibetan and Han students number from three aspects of school,family and individual.Through the investigation of the level of mathematical ability,we draw the conclusion: the Tibetan students in each sub test scores on both showed a certain difference,Tibetan students in each sub ability test,score levels were lower than that of the Han students.In the common task ability,the difference of the mathematics reading ability and the mathematics generalization ability is quite big,the space thinking ability,the mathematics application ability and the mathematics thinking ability are different in the special task ability.On this basis,through investigation of students learning mathematics background investigation,analysis of the reasons for the formation of the area of Tibetan and Chinese students' mathematical ability differences are in many aspects,from the perspective of school are mainly non mother tongue teaching,teacher-student relationship,academic pressure,from the family perspective are mainly family environment,parents' educational concepts so,individual level include learning attitude,poor self-control ability etc..From the three aspects of school education,family education and personal quality,the paper puts forward some countermeasures.This paper mainly uses the method of questionnaire,literature analysis,interviews and other research methods. |
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