The Case Study Of Elementary School Mathematics Teaching And Its Practice Based On Tibetan Culture

In Bishop culture law principle of mathematics curriculum theory and under the guidance of cross-cultural mathematics education theory,this paper from the Tibetan primary school mathematics education based on Tibetan culture research needs,the Tibetan primary school mathematics curriculum reform and development needs,the Tibetan,the needs of the elementary school mathematics education discipline construction,to improve the practice of the elementary school mathematics teaching cases based on Tibetan culture need four aspects of operation,mainly aiming at students' love and curiosity,from the Tibetan students familiar with life,select and refine mathematical studies related cultural background or life subject,through the processing of these subjects,Specific teaching contents are designed for use in teaching,and actual classroom teaching experiments are carried out to explore the possibility of Tibetan students' familiar life background entering the classroom and learning knowledge.After actual teaching,the author makes a scientific judgment on the feasibility and suitability of such materials to be integrated into daily mathematics classroom teaching in Tibetan areas.To study,discuss and refine the operation methods of improving the smooth operation of Tibetan mathematics teaching basic strategies.This paper adopts the mixed research methods such as literature analysis,interview,questionnaire analysis and classroom observation.The main research contents include the following aspects:?.Select and design the guiding theory of mathematics teaching cases in Tibetan culture primary schools.This study firstly USES the method of literature analysis to define the relevant concepts of culture and ethnic mathematics.Through these concepts and principles to guide this paper based on the Tibetan culture of primary school mathematics case design.?.Collect mathematical materials based on Tibetan culture to replace or supplement the background of primary school mathematics teaching cases.Combined with literature analysis and its own Tibetan cultural foundation,this paper adds and deletes cases after discussion with relevant experts and front-line teachers.Finally,10 applicable primary school math cases based on Tibetan culture were determined.At the same time,the cases are divided into discussion,mathematics activity and teaching practice because of the teaching material location,the teaching term and the time arrangement.?.Select the bar charts(1)and(2)based on the statistics and probability module of Tibetan culture to conduct actual teaching practice and explore its operability and feasibility.This research chooses SunYaLing professor set about the effectiveness of classroom teaching classroom observation scale,and classroom observation selection framework ChoeYunHuo professor team LICC classroom observation framework.Through the classroom record,four dimensions of students' learning dimension,teachers' teaching dimension,curriculum nature dimension and curriculum culture dimension are observed.?.Summarize the effectiveness,problems and improvement Suggestions of the case practice of mathematics teaching in primary schools based on Tibetan culture based on the research and observation results of two classes.The results are mainly from the students' interest in learning mathematics and the improvement of their confidence.The embodiment of bilingual teachers'advantages;Acquisition of practical experience in class;The penetration of Tibetan culture in the classroom in five aspects.V.Review and reflect on the shortcomings of this paper in the research process.The conclusions of this paper are as follows:firstly,the 10 teaching cases are about the appropriate adaptation of the mathematics curriculum in Tibetan primary schools,and the appropriate integration is carried out in the cultural level and mathematical knowledge level,which has high operability and feasibility.Secondly,the case can activate the teaching class in practice,so that students can answer questions actively.Highlighting Tibetan cultural heritage,highlighting the advantages of bilingual teachers;The background of the case is close to students' life to enhance home-school cooperation;Provide teaching experience,reflect on cultural curriculum;Respect multiculturalism,understand national mathematics.The Suggestions of this study are as follows:to select the targeted,valuable and in-depth Tibetan culture to conduct the adaptation of the teaching case background;Based on Tibetan culture primary school teaching case design needs theoretical guidance;In the design of primary school mathematics teaching cases based on Tibetan culture,interviews can be conducted to find the background difficult for students to understand and then adapted,which may better meet the needs of students.The cultural background that can be adapted is very rich,such as Tibetan astronomy almanac.