Research On The Effect Evaluation Of Mathematics And Tibetan-Chinese Bilingual Teaching In Junior Middle School Based On Markov Chain

Based on the historical background and existing problems of bilingual education,the improvement of the quality of science education in ethnic areas and the needs of social and economic development,the evaluation of the teaching effect of Tibetan-Chinese bilingual science in Tibetan areas is conducive to testing the teaching level of bilingual science teachers in Tibetan areas.Optimize teaching strategies,improve the quality of science education in Tibetan areas,and cultivate innovative science talents.The research takes mathematics as the breakthrough point,takes the evaluation of teaching effect as the research angle,and goes to two Tibetan middle schools in city A and county B of Gannan Tibetan Autonomous Prefecture.Through many classroom observations,interviews and questionnaires the corresponding datas are obtained,which help to understand and analyze the current situation of bilingual mathematics teaching and learning.In addition,establish the evaluation system of bilingual mathematics teaching effect in Tibet and Chinese so as to make objective and systematic evaluation of teaching as far as possible,according to the developmental evaluation theory and the pluralistic evaluation view,taking teachers' teaching and students' learning as the main evaluation contents,taking improved Markov chain model as the main evaluation means,and taking the three-dimensional course objectives theory as the main evaluation criteria.Based on the analysis of the existing problems and deep-seated reasons,the paper puts forward some countermeasures and suggestions to improve the teaching effect of Tibetan-Chinese bilingual mathematics: drawing lessons from situational teaching ideas,creating teaching situations,improving the effect of Tibetan-Chinese bilingual teaching;perfecting the construction of bilingual teaching materials;strengthening the construction of teachers of Tibetan bilingual science teachers;paying attention to the coordinated development of students' mathematical abilities;and enhancing the diversification and diversity of the classroom teaching effect evaluation.