Investigation, Analysis And Comparative Study On The Current Status Of Mathematics Learning Of Students In Tibetan Areas And Students In Tibetan Classes In The Mainlan

The state has always been very concerned about the issue of Tibet,and the quality and level of education in Tibet will largely affect national stability and ethnic unity.Therefore,it is very necessary to carry out a study on the current situation of mathematics learning between the Tibetan students and the Tibetan class students in the mainland,so as to understand the quality of running a school and put forward the corresponding coping strategies.This paper mainly focuses on the current situation of mathematics learning in Tibetan students under different teaching environments,Based on the theory of self-efficacy and constructivism theory,On the basis of exploring the relevant theories,With the help of literature review,questionnaire survey,methods,visits and other research methods,Taking Anduo County Middle School in Nagqu City,Tibet and Huizhou No.8 Middle School in Guangdong Province as examples to explore the current situation of mathematics learning between Tibetan students and senior class students in Tibet.This paper makes a comparative analysis of the current situation of mathematics learning of Tibetan students in two different teaching environments,so as to find out the differences,and deeply explore the influencing factors causing the differences,so as to put forward corresponding improvement strategies to better improve the mathematics learning of students in Tibetan areas.It can help the school grow in the long term.This paper analyzes and compares the current situation of mathematics learning among middle school students in Anduo County Middle School in Nagqu City,Tibet and Huizhou No.8 Middle School in Guangdong Province through questionnaire survey and visit,so as to explore the differences and the factors causing the differences.Then we put forward some countermeasures,such as paying attention to students ’basic mathematics education,cultivating Tibetan students’ preview ability,cultivating Tibetan students’ review ability,letting students learn to summarize,cultivating their discussion ability,combining with the characteristics of regional students,and changing the mathematics teaching method.The study of this paper reached the following conclusion: in the Tibetan students and the mainland Tibetan class students study,this paper found some problems,such as the current Tibetan students students are relatively low compared with the mainland Tibetan class,Tibetan students mathematics learning method is relatively single,Tibetan students mathematics class participation is relatively low,Tibetan teaching evaluation effect,etc.Then,combining with the theory of multiple intelligences and constructivism theory,this paper explores the differences and the factors that cause the differences,and puts forward the corresponding solutions.The innovation of this paper lies in combining the teachers and students of Anduo County Middle School in Nagqu City,Xizang and Huizhou No.8 Middle School in Guangdong Province.This paper not only combines their own work experience,but also conducts an empirical survey of school teachers.Through the one-to-one interview,this paper obtained the first-hand information,to understand the specific situation of the current Tibetan students ’learning mathematics in different environments,and explored the problems and reasons existing in the Tibetan students’ mathematics learning.Finally,the author combined with their own work experience and survey results,put forward the optimization of Tibetan students mathematics learning strategy,including improve students ’interest in learning,enhance students’ self-confidence,let students learn to self summary and evaluation,achieve the purpose of their aptitude,using big data to provide information feedback tracking,help students break through difficulties,optimize the teaching evaluation system,improve mathematics teaching effect,etc.,so as to improve the Tibetan students mathematics learning effect.