Research On The Development Of Curriculum Resources For The Integration Of Tibetan Culture Into Elementary School Mathematics In Tibetan Areas

Tibetan is one of the most populous ethnic groups in China.At present,Tibetan region adopts the cooperative compilation of textbooks by five provinces and regions,namely the human-education edition or its direct translation.The cultural background contained in the textbooks is far from the ethnic minority culture,which is seriously separated from the living environment and language environment of Tibetan students,thus causing obstacles in students'understanding.This paper attempts to develop the curriculum resources of integrating Tibetan culture into primary school mathematics in Tibetan area.Based on the teaching materials of human education edition,it systematically develops the teaching cases of "understanding of numbers",and elaborates the theoretical basis,development principles and development process of the development process in detail.On the one hand,it can promote students' learning and all-round development;On the other hand,it is helpful for teachers to carry out teaching activities flexibly,enrich their own experience and improve their own professional knowledge.This paper is divided into seven chapters.The first chapter mainly introduces the research background and significance of integrating Tibetan culture into the development of mathematics curriculum resources in Tibetan primary schools.The second chapter is a literature review of the relevant research of this topic,defining the basic concepts related to this topic.The third chapter is to introduce the research ideas and methods of this topic;The fourth chapter investigates the development and utilization of mathematics curriculum resources in Tibetan primary schools by means of questionnaire and interview.On the premise of clarifying the current situation of curriculum resources development in Tibetan areas,this paper analyzes the feasibility and necessity of integrating Tibetan culture into primary school mathematics curriculum resources in Tibetan areas;The fifth chapter is the specific process of integrating Tibetan culture into the development of mathematics curriculum resources in Tibetan primary schools:on the premise of clarifying the theoretical basis of this topic,the principles of integrating Tibetan culture into the development of mathematics curriculum resources in Tibetan primary schools are determined,and then the preparation process of mathematics teaching cases in Tibetan primary schools is gradually elaborated from four aspects:screening textbooks,selecting materials,case preparation and case explanation;The sixth chapter is a detailed analysis of the four theme unit cases:mainly from the three aspects of unit content analysis,cultural background introduction and teaching content design intent to explain the case,and put forward the corresponding suggestions for the use of the case;The last chapter is a review and prospect,the research results of this study are summarized and reflected.In a word,based on the analysis of the current mathematics curriculum resources in Tibetan primary schools,this paper tries to take Tibetan culture as the breakthrough point to alleviate the problems of "disconnection of teaching materials" and "cultural bias" in mathematics education in Tibetan areas,so as to further promote the development of mathematics curriculum resources in Tibetan areas.