Investigation And Research On The Present Situation Of Tibetan Junior Middle School Students' Mathematical Language Reading Comprehension Ability In Tibet Area

Tibet is an ethnic minority area dominated by Tibetans.The modernization of Tibet began mainly after peaceful liberation,and the development of education was relatively late.In order to solve the problem of Tibetan students' mathematical language reading comprehension in Tibet,the teaching of mathematical reading should be popularized,and the study of mathematical language reading should be carried out according to the special situation in Tibet.This study aims at analyzing the reading comprehension ability of junior middle school students in Tibet,using questionnaires and interviews.Tibetan students choose three Tibetan classes in the eighth grade of Lhasa No.4 Middle School and Lhasa No.8 Middle School,and Tibetan teachers choose math teachers in Lhasa No.1 Middle School,No.3 Middle School,No.4 Middle School,No.8 Middle School and Jiangsu Experimental Middle School.Among them,the test paper is compiled with TIMSS test questions,students' written questionnaires and teachers' questionnaires,drawing on the excellent questionnaires of others.This study combines TIMSS test papers with students' written questionnaires to comprehensively analyze Tibetan students' mathematical reading habits and mathematical reading comprehension.It is concluded that:(1)In gender,There is no significant difference between Tibetan students of different genders in their mathematical reading comprehension ability and mathematical reading habits,and there is a significant difference in their application ability,data and probability understanding.Heterosexual,but there is no significant difference in graphic language.(2)In school,There is no significant difference between Tibetan students in different schools in mathematics reading comprehension ability and mathematics reading habits.(3)In grades,Tibetan students' mathematics achievement is related to their mathematics reading comprehension ability,and has significant difference with their mathematics reading comprehension ability,but has no significant correlation with their mathematics reading habits.(4)In cognition,Tibetan students' mathematical reading comprehension ability is the strongest in the field of knowledge,the second in the field of application,and the worst in the field of reasoning;(5)In content,Tibetan students' mathematical reading comprehension ability is the strongest in the field of number,followed by geometry and data and probability,and the weakest in the field of algebra;(6)In mathematical language,Tibetan students' mathematical reading comprehension ability is the weakest.In mathematics,the written language is weak;Tibetan students are stronger in symbol and graphic language.(7)On the grouping of mathematics reading comprehension ability,the better the method of mathematics reading,the stronger the Tibetan students' reasoning ability,the stronger their knowledge of geometry and the language of words and graphics,and the stronger their ability of mathematics reading comprehension.The teaching situation of mathematics reading materials in Tibetan teachers' textbooks:(1)In grade,teachers in Grade 7 and grade 2 attach more importance to mathematics reading teaching;(2)In teaching age,new teachers of 6-10 years' teaching age have better understanding of mathematics reading teaching;(3)In gender,female teachers have better understanding of mathematics reading teaching;(4)In school,Lhasa No.1 Middle School,Lhasa City Teachers in Jiangsu Experimental Middle School and Lhasa No.3 Middle School have a better understanding of mathematics reading teaching as a whole,while teachers in No.4 Middle School and No.8 Middle School have a relatively poor understanding of mathematics reading;(5)In practical teaching,some schools only pursue teaching results,and teachers seldom carry out mathematics reading teaching.Tibetan teachers' opinions on the compilation of reading materials in mathematics textbooks are as follows:(1)When compiling mathematics reading textbooks,the language should be as easy as possible to understand;(2)Linking up with the content of mathematics textbooks as possible;(3)Designing reading materials with stories or computer animation;(4)Compiling the contents of mathematics culture to facilitate Tibetan students' independent reading and teachers' explanation and teaching.Finally,according to the situation of Tibetan students' mathematical reading and teachers' teaching of mathematical reading,the following teaching suggestions are given:(1)Teachers should give consideration to both mathematical knowledge and mathematical pleasure in teaching;(2)Teachers should pay attention to the cultivation of mathematical reading methods in teaching;(3)Teachers should carry out heuristic teaching to cultivate applied reasoning "mathematical genius";(4)There are "rich" arrangements.+ Mathematical reading materials of "understandable" + "interesting" + "knowledge" + "culture".