Investigation On The Current Situation And Countermeasures Of Geometric Language Learning Among Junior High School Students In Lhasa ——Taking The Eighth Grade As An Example

At present,the research of mathematics education for ethnic minorities is in a period of rapid development.In the 70 years since the peaceful liberation of Tibet,under the spiritual guidance of the Seventh Central Forum on The Work of Tibet,various provinces and cities have given vigorous support to Tibet's education,and Tibet's educational level has developed rapidly.However,due to the special natural environment and historical background and other factors,there are still many weak links in Education in Tibet.The author interned in a middle school in Lhasa,during which he found that there were certain difficulties in language learning for junior high school students in Lhasa,especially in the process of learning geometry knowledge,the grasp of geometric language,and geometric language as a stepping stone to open the door of students' geometric world,its importance is self-evident.Therefore,through field research and consultation of relevant literature,the research direction and research content of this paper are determined,which are mainly elaborated from the following parts:The first part is the introduction.This paper mainly discusses the research background,research purpose,ideas and research significance.The second part is literature review and theoretical basis.Firstly,the concepts of mathematical language and geometric language are defined;Then it summarizes the research status of geometry,function and language at home and abroad;Finally,the theoretical basis of this study is introduced.The third part is the research design and implementation.Firstly,the research content of this paper is determined,that is,the investigation of the current situation of geometry language learning of junior middle school students in Chengguan District of Lhasa,as well as the analysis of the problems and attribution in the learning process;Then it determines the research methods used in this study,mainly including literature method,test method,questionnaire method and interview method;Then,the eighth grade students in seven middle schools in Chengguan District of Lhasa are selected as the research object;Finally,it introduces the preparation process of the test paper,questionnaire and interview outline used in this study,as well as the reliability and validity test of the test paper and questionnaire.The fourth part is the survey results and data analysis.Through the analysis of the results of the test paper,it is learned that the learning level of geometry language of Grade 8 students in Chengguan District of Lhasa is lower than medium,among which the students have more typical errors,and there is no significant difference between male and female students in geometry language learning;Through the questionnaire,we know that the factors affecting students' geometry language learning mainly include students' Non intelligence factors,learning habits and teachers' factors;Finally,interview teachers to better understand the current situation and problems of students' learning.The fifth part is the research conclusion and teaching countermeasures,which mainly summarizes the problems and cause analysis in the process of students' geometric language learning,and puts forward the corresponding teaching countermeasures.The main problems are: students do not have a thorough understanding of geometric concepts,properties and other knowledge;Too much reliance on written language;Do not use symbolic language correctly;Nonstandard drawing;It is difficult to transform between the three languages.In view of these problems,the author analyzes the reasons in four aspects: the language background leads to students' difficulties in learning geometry language;Students' Non intelligence factors;Students' study habits;Teachers' factors.The corresponding teaching countermeasures are: pay attention to the emphasis of key words in geometric concepts and theorems;Strengthen the training of geometric symbol language and standardize its use;Pay attention to the teaching of geometric graphics language;Pay attention to the transformation and mutual translation between the three languages;Pay attention to the influence of students' Non intelligence factors.The sixth part is the research deficiency and prospect.