Researching On The Construction Path Of Tibet Middle School Education Informatization In The New Era

Comrade Xi Jinping pointed out in the nineteen major reports that China’s socialism with Chinese characteristics has entered a new era in the decisive stage of building a moderately prosperous society in all respects.Under the new era,the development of educational information has become a hot spot.Following the development of the times,the government has issued a series of policies and policies conducive to the development of educational informatization.In April 2018,the Ministry of Education issued the 2 plan of action for education informatization,and actively developed "Internet plus education".From the development trend of educational informatization,we can see that new technology brings technical support for the innovation and progress of educational informatization,and the informatization of mathematics education in Tibet middle school also ushers in a new construction prospect.This research is based on the background of education informatization 2.0action plan in the new era to study the construction path of Tibet middle school mathematics education informatization.From the research,we find the progress and existing problems of Tibet middle school mathematics education informatization construction,and put forward some suggestions for the existing problems.This paper is divided into six parts: The first part is the introduction,which elaborates the reason of the topic,the purpose and significance of the research and the theoretical support,and defines the related concepts;The second part is literature review,so as to lay a good foundation for the development of education informatization;The third part is the investigation part,including the design and implementation stage of the research;The fourth part is data analysis,using SPSS for descriptive analysis,difference test,correlation analysis;The fifth part is the construction progress,problems and suggestions,through the data analysis to find out the problems existing in the development of Tibet middle school mathematics education informatization,and give the corresponding suggestions;The sixth part is the conclusion of the study,which summarizes and prospects the research.The questionnaire was distributed to 16 junior a,nd senior middle schools in Lhasa Middle School of Tibet.The data were collected and analyzed by SPSS: The infrastructure construction of Lhasa middle school is better;The information technology curriculum of Lhasa middle school students is well developed;Teachers’ information training needs to be strengthened;Teachers began to strengthen the contact with parents according to students’ learning situation;The school provides abundant mathematics education resources for teachers;Mathematics teachers gradually pay attention to the application of mathematics teaching knowledge of integration technology.In the construction path of educational informatization of middle school mathematics in Tibet: The construction of middle school mathematics digital campus ecology,middle school mathematics education resources,middle school mathematics teaching knowledge of integrated technology,middle school mathematics learning community research,The following problems are found: Different levels of schools have different degrees of educational informatization development;Due to the lack of teaching age structure,the follow-up teachers need to be improved;Due to the lag of information technology training,mathematics teachers’ information technology application level needs to be strengthened;Due to the low level of information technology,the integration of information technology and middle school mathematics curriculum is insufficient;Teachers’ utilization of resources is never high;The effect of home school cooperation is not good;The effect of school-based curriculum construction is not good;There are few question banks;The effect of live class is not good.In view of the problems found,the following suggestions are put forward: Follow the direction of policy development;Different levels of schools set different development goals;Improve the follow-up teachers;Improve mathematics teachers’ understanding and application ability of information technology;Improve the training mechanism;Improve teachers’ utilization of resources;Improve the synergy effect of home and school;Strengthen the construction of school-based curriculum;The development of mathematics question bank;Increase the use of live classroom.