A Study On The Current Situation Of Mathematics Teachers' Classroom Language In "three Regions And Three States" Elementary Schools

In recent years,under the high attention of the state,ethnic education has achieved fruitful results,but science education with mathematics as the leader in ethnic areas is still a bottleneck in the development of ethnic education.Therefore,in-depth understanding of the current situation of decimal mathematics classroom teaching in ethnic areas is particularly important for solving the bottleneck of the development of ethnic education.The key to the implementation of the new curriculum reform lies in the reform of classroom teaching,and classroom language is the key to classroom teaching.In addition,mathematics problems are the key to triggering the teacher-student dialogue,the root cause of the teacher’s language,and an indispensable element in every mathematics classroom.Based on this,this article studies the classroom language and mathematics problems of the mathematics teachers in the "three districts and three prefectures" primary schools where ethnic minorities are concentrated,in order to gain a deeper understanding of the current situation of mathematics classroom teaching in elementary schools in ethnic areas,and it is a key step to solve the bottleneck in the development of ethnic education.This article takes the teachers who participated in the training activities of the mathematics teachers and backbone teachers in the "three districts and three states" elementary schools as the research object.The 14 mathematics classroom videos collected during the classroom recording and training process were transcribed,encoded,and statistically analyzed,summarizing the current characteristics of classroom language and mathematics problem design before teachers participated in the training,and comparatively analyzing the changing characteristics of teachers after participating in training.This puts forward suggestions for improving mathematics classroom teaching in ethnic areas and provides references for the re-development of various types of teacher training.The characteristics of the mathematics teaching status of the mathematics teachers in the "three districts and three states" before participating in the training are:(1)the teacher’s language is mainly based on questioning,and the student’s dominant position is not prominent;(2)the content of the questioning language pays more attention to the question itself,The forms of evaluative questions are not rich enough;(3)There are many types of mathematical problems,and there are few extension-related problems,which present a variety of situations but are separated from real life;(4)The degree of openness of mathematical problems is closely related to the solution,and the effectiveness of open problems Should be gradually improved.The characteristics of the mathematics teaching of the "three districts and three prefectures" primary school mathematics teachers after participating in the training are:(1)the teacher’s language is reduced and the student’s dominant position is strengthened;(2)the question is focused on the student’s ideas,and the evaluative question language is more specific;(3)The relevance of mathematical problems is not prominent,and the presentation forms are more diverse,and they are gradually connected to real life;(4)The openness of mathematical problems is significantly improved.Further suggestions for improvement are as follows:(1)Classroom language should gradually move from "master control" to "teacher-student collaboration";(2)Classroom problem design should gradually start with the cultivation of students’ mathematical thinking;(3)Classroom problem It is necessary to accurately grasp the combination of "mathematics" and"living";(4)Teacher training should "accord with points" to speed up the construction of the faculty.(4)teacher training should speed up the pace of the construction of the teaching staff.