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少数民族地区数学教育质量不高与教学情境脱离学生的实际生活有关,与学生原有认知结构不产生联系的背景知识会使学习者学习新知识的效率下降。少数民族的数学教育要充分考虑到学生的文化背景,重视少数民族地区民族数学文化课程开发,民族数学教学案例的编写,结合学生实际按照“情景——问题”模式进行课堂教学,进而提高少数民族数学教育质量,促进民族地区的教育发展和人才培养。
The quality of mathematics education in minority areas is not related to the actual situation of students’ teaching and learning, and the background knowledge that does not make contact with students’ original cognitive structure will decrease learners’ efficiency in learning new knowledge. Minority mathematics education should give full consideration to the students ’cultural backgrounds, pay attention to the development of ethnic mathematics culture in ethnic minority areas and the preparation of national mathematics teaching cases, and combine the students’ actual teaching in accordance with the “Scenario-Problem” mode to further improve The Quality of Ethnic Minority Mathematics Education, Promoting Educational Development and Talent Training in Ethnic Regions.