An Investigation And Research On The Current Situation Of Zhuang Ethnic Group Culture Blending Into Primary School Mathematics Teaching

Zhuang culture,an important branch of the Chinese national cultural system,is the Zhuang people through various historical periods of development,evolution,and gradually created a unique culture.Zhuang ethnic group is the aboriginal ethnic group of Guangxi.The ancestors of Zhuang ethnic group worked very early in this land of flowers and flowers,and developed the southern part of the motherland with their hard sweat.Therefore,the Zhuang culture has a unique dual role of regional culture education and ethnic culture education.With the development of economy,the mode of production and the way of life of the Zhuang people have been greatly changed.Under the impact of diverse cultures,the inheritance of the Zhuang culture has faced many difficulties.School is an important place for inheriting culture,and integrating curriculum teaching is an important measure for inheriting Zhuang culture.The integration of Zhuang culture into elementary school mathematics teaching can not only enrich mathematics teaching resources,improve the teaching effect,it can also enhance students' sense of identity with ethnic culture and regional culture,promote students' develop in full scale,and improve their quality.This thesis blends the Zhuang culture into the elementary school mathematics teaching present situation investigation and study,find existing problems are the root cause analysis,and put forward the pertinence and effectiveness of teaching advice,let the students learn mathematics knowledge of own quiet at the same time the benefit of the influence of the Zhuang culture,promote the Zhuang culture education and mathematics teaching has strong realistic meaning and value.The research ideas of this research are as follows: in the multicultural background,the Zhuang culture,Zhuang culture education,ethnic culture into elementary school mathematics teaching research,Zhuang culture into elementary school mathematics teaching research and other related literature is sorted out and analyzed,and found the current Zhuang culture into elementary school mathematics teaching breakthrough point.Guangxi is the only Zhuang Autonomous Region in China.This research exhibition adopts the method of questionnaire survey combined with interview to understand the content,content,method and effect of integrating Zhuang culture into elementary school mathematics teaching research by teachers and students,find out the existing problems and analyze the reasons,and put forward corresponding suggestions.This thesis is divided into seven parts.The first part is the introduction,which clarifies the theme and content of this study,including source of the topic,the purpose,significance,content,ideas and methods of the study.The second part is literature review,mainly divided into domestic and foreign literature,literature education,Zhuang culture of Zhuang culture,ethnic culture into the elementary school mathematics teaching and research,introduce Zhuang culture into the field of elementary school mathematics teaching and research for literature research,and evaluate the current research the current study found that there are currently no project results for Zhuang culture into the elementary school mathematics teaching,on the status quo of the study is very necessary.The third part is about the definition of Zhuang culture,integration,elementary school mathematics teaching related concepts,for the related concepts to divide the scope.The fourth part is the theoretical basis of this research,which is multicultural education and social constructivism theory.The fifth part is the status quo investigation and result analysis.This thesis selects T elementary school in Nanning City,and uses questionnaire survey and interview method to investigate the teachers and student,strong correlation analysis in various dimensions.The sixth part is problem of attribution and cause analysis,the existence of the problem is that teachers and students cognitive and emotional appeared deviation,shallow,and into the content of the fragments into the way of simplification and unilateralization,analysis the reason for this is that do not take the teachers and students of Zhuang culture into the elementary school mathematics into the attitude,the lack of scientific system of Zhuang culture into the elementary school mathematics teaching content,the lack of experience into the Zhuang culture.The seventh part is existing problems and related reasons,in view of the proposed attention to the teachers and students of the Zhuang culture into the elementary school mathematics teaching into cognition,emotion,behavior,build a scientific system of Zhuang culture into the elementary school mathematics content,expand the Zhuang culture into the teaching methods of opinions.The eighth part of the summary,the research status,the results of the analysis and the integration of suggestions to make a summary of the study and the study of reflection test of the process of the shortcomings of the study,and finally the study of the prospect.The research of this thesis can further improve teachers' understanding of the current situation of integrating Zhuang culture into elementary school mathematics teaching,and provide reference for the research and practice of integrating Zhuang culture into elementary school mathematics teaching,which has a strong practical significance.