Analysis Of The Status Quo Of The Teaching Methods Of Elementary School Mathematics Teachers In Tibet

The key to the implementation of the idea of "Compulsory Education Mathematics Curriculum Standard(2011 Edition)" lies in teachers,and the key to teacher teaching reform lies in the teaching philosophy and teaching methods.Improving the teaching method is the inevitable requirement of the new curriculum reform,and it is also the inevitable trend of the development of education and teaching in the new situation.According to the research results of the key research bases of mathematics and science education in ethnic areas of our school,the mathematics academic level of students in Tibet is generally low,and there are many problems in the teaching methods of teachers.Improving the quality of mathematics teaching in Tibet is crucial to the study of teachers'teaching methods.This study is based on the basic idea of mathematics curriculum and suggestions on the implementation of mathematics teaching in the "Compulsory Education Mathematics Curriculum Standard(2011 Edition)"(hereinafter referred to as "Standard")and "Compulsory Education Mathematics Curriculum Standard(2011 Edition)Interpretation"(hereinafter referred to as"Interpretation").From the five aspects of teaching philosophy,teaching content,teaching activities,learning evaluation and information technology,the research framework of mathematics teaching methods was constructed,and corresponding interview outlines were compiled.Then,19 primary school mathematics teachers from Tibet were interviewed deeply and recorded to collect the interview data.Then,the interview materials are transcribed one by one,sorted and formed into texts,and the interview text data are encoded by MAXQDA 12 software.Finally,according to the research framework of mathematics teaching methods,the interview analysis method is used to analyze the current situation of the teaching methods of primary school mathematics teachers in Tibet from five aspects:teaching philosophy,teaching content,teaching activities,learning evaluation and information technology.According to the status quo,some effective strategies for improving the teaching methods of primary school mathematics teachers in Tibet are proposed.The current situation of the teaching methods of primary school mathematics teachers in Tibet is as follows:Under the current teaching method,the subject status of students needs to be further reflected.The existing teaching methods have not yet reflected the role of teaching and research activities.The traditional teaching method is still the basic way of teaching in ethnic areas.The part of the teaching method that is related to the evaluation feedback is the obvious weakness.The current teaching methods are not integrated with the use of modern information technology.This dissertation discusses the following suggestions to improve the teaching methods of primary school mathematics teachers in Tibet:Learning about the "Standard" should be the most important knowledge reserve for improving teaching methods.Effective teaching and research activities must become the norm of teacher activities.The proportion of traditional teaching methods is appropriately compressed,and the heuristic,inquiry,cooperative,and participatory teaching processes are expanded.Improving teachers' teaching methods should be an important purpose of evaluation feedback.Emphasizing the use of modern information technology while emphasizing the basic skills of teachers.