| The level of mathematics education in Tibetan areas in China is relatively backward,especially the quality of primary mathematics education in compulsory education stage is worrying.Professor he wei and sun xiaotian from Minzu university of China for nationalities found that "teaching material factor" is one of the key factors restricting the development of students' mathematics studies in ethnic minority areas.There is a certain gap between the situation in teaching material and the real life of minority students,which inevitably hinders their understanding and cognition of curriculum content.In view of the above problems,this study designed and developed elementary mathematics based on Tibetan culture background Part of the teaching case of "graphics and geometry" module.On the one hand,in the process of case development,this thesis digs deeply the mathematical elements in the daily life of Tibetan area,and creates the situation close to the actual production life of Tibetan area as far as possible for students.On the other hand,the paper hopes to stimulate students' interest in mathematics learning,help them better understand mathematical concepts,and build up their self-confidence in mathematics learning by integrating the familiar situation of Tibetan students into the contents of mathematics courses.Finally,through the summary and reflection in the course of teaching case development,some thoughts are provided for the following scholars to systematically develop the mathematics teaching resources in Tibetan primary schools roads and references.This paper is divided into six chapters:the opening part is the introduction part,introduces the research background,research significance,research methods of this paper,and puts forward two research questions of this paper.One is,what resources in Tibetan culture can be combined with the "graphics and geometry"module of primary school mathematics?Second,how to combine the mathematical elements in Tibetan culture with the primary school mathematics"figure and geometry" module?The second chapter of the paper summarizes the domestic and foreign research related to this topic.The third chapter explains two theoretical bases and three basic principles.The two theories are the theory of multicultural education and the theory of social constructivism,and the three basic principles are scientific and necessary essential and realistic.The fourth chapter is a focus of this paper,mainly through the field investigation and literature analysis of the actual production and life of the Tibetan area in the mathematical culture of further collation and excavation,and according to the daily necessities,clothing,crafts,entertainment articles classified,in order to dig out the mathematical materials as far as possible to develop closer to the actual life of Tibetan students teaching cases,for the fifth chapter of teaching cases.The fifth chapter is another key point and innovation of this paper,the author based on the mathematical elements excavated in the fourth chapter of the "graphics and geometry" module part of the teaching case design,mainly including clothing culture.The mathematics--in the understanding of axisymmetric,butter in mathematics--understanding translation,grinding highland barley--understanding of rotation,guozhuang dance--circle understanding,decorative paper lanterns--cuboid and cube understanding of several aspects.In addition,this chapter shows the questionnaire survey of Tibetan teachers made in the early stage for the development of teaching cases.After completing the case development,the author contacted three Tibetan first-line teachers to conduct interviews,and improved the teaching cases according to the interview feedback.Chapter six reflects on and reviews the problems and experiences in teaching case design,and looks forward to the prospect of developing elementary school mathematics teaching case based on Tibetan culture background. |
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