How to Improve the Effectiveness of Mathematics Teaching in Border Ethnic Minority Elementary Schools

Yang Chaosheng (Ma Guan County Jinchang National Primary School Yunnan Ma Guan 663700)

The effectiveness of teaching is an eternal topic, large-scale improvement of the quality of elementary school mathematics teaching and enhance the comprehensive quality of elementary school students, especially to improve the quality of elementary school mathematics teaching of the border ethnic minorities and enhance the comprehensive quality of the ethnic minority students is the direction of the new century of educational reform and development, and the effectiveness of the teaching of a specific It is also a concrete manifestation of the effectiveness of teaching. Due to various reasons, the improvement of the quality of mathematics teaching in frontier elementary school has been restricted, and the improvement of the comprehensive quality of minority students has been limited; therefore, at this stage, the elementary school mathematics teachers to improve the effectiveness of mathematics teaching and the task of the elementary school mathematics teachers is to improve the comprehensive quality of frontier elementary school mathematics teachers in order to improve the quality of elementary school mathematics teaching and to improve the comprehensive quality of minority students in the frontier.

The classroom is the main position for teachers to teach, and teachers use the teaching materials as the medium, and use a series of scientific and reasonable teaching methods to accomplish the expected goals on the basis of the students' certain knowledge and skills, so that the students can obtain a certain degree of development. Elementary school math teaching quality is not high, students Zonghe quality level is low, the root cause, I think with the classroom teaching is inseparable. The establishment of a solid and effective classroom teaching mechanism is to improve the effectiveness of mathematics teaching for border ethnic minority students.

From the viewpoint of the main body of classroom teaching and the medium of participation, the factors affecting the effectiveness of classroom teaching can be broken down into three aspects of the impact: the impact of the textbook itself; the teacher-led and student-led impact. From the three aspects of the connection, improve the effectiveness of classroom teaching can be from the materials, teachers, students work.

1. Teaching materials is to improve the effectiveness of the premise

First of all, the teacher's traditional mindset determines the teacher's attitude towards teaching materials, we are accustomed to think that the teaching materials that textbooks, commonly known as textbooks, the teacher's main task and purpose of classroom teaching is to "teach the material", with the textbook to direct the teaching; Secondly. Secondly, due to the development of the curriculum of the national implementation of the three levels of responsibility, part of the content did not take into account the local reality, so part of the teaching materials in the implementation of the process of the "circulation rate" is reduced; furthermore, the teacher in the specific implementation of the textbook as a teaching resource can no longer meet the cognitive needs of the students, a single teaching resource and the teaching of the development of the resistance. Therefore, the development and utilization of curriculum resources is a prerequisite for improving the effectiveness of classroom teaching.

1.1 Re-creation of textbook resources. Practice tells us: the re-creation of teaching materials is on the one hand to the needs and development of students as a prerequisite, in the dialogue between teachers and teaching materials and exchange of information, selective content of the teaching materials carefully integrated, selected and mining; on the other hand, students in the study of their own interest in choosing their own development of meaningful knowledge initiative to explore. In this sense, I believe that the main body of curriculum resource development is teachers and students, and the effective way to realize the re-creation is to integrate, select and explore the resources.

Specifically, the content includes the processing of the content of the textbook and the guidance of the classroom generated resources. The processing of textbook resources, we can start from the content of the textbook "five", that is, from the psychological content of the textbook to start, from the content of the textbook to start the problem, from the content of the textbook to start, from the content of the operation of the textbook to start, from the content of the textbook to start the structure of the textbook to start and from the content of the textbook to start the optimization of the content of the textbook to start; classroom generation of resources can be generated to guide from the positive aspects of the incident. Starting from the positive aspects of the event, the use of all available means and materials, grasp the reality of the subject of mathematics and the internal connection between the generation of resources, the students from the other end of the event to the normal teaching, to achieve the promotion of teaching and learning, the development of the purpose of the students.

1.2 School-based development of curriculum resources. The conflict between the implementation of the curriculum and its own local characteristics effectively requires the main body of classroom teaching and schools to play their own subjective initiative to participate in the study of the school-based curriculum resources, according to local conditions, school-based, supplemented by the school, combined with each other, focusing on school-based curriculum hierarchical, integrated and take into account the relationship between quality and quantity, according to the school's ideology of the school to develop a variety of courses for students to choose from, so that it gives full play to the maximum nurturing of the students. In order to maximize the educational function of the curriculum, every student's potential can be fully and harmoniously developed.

Some people have compared the two curriculum models from the perspective of curriculum development, as follows:

From the above, we can see that the development of school-based curriculum when possible, the implementation of the new curriculum will make all our school teachers have to face this reality, which is a prerequisite for improving the effectiveness of mathematics teaching of border ethnic minority elementary school students.

2. Teachers are the key to effective implementation

As an elementary school mathematics teacher of a border ethnic minority, the new era of curricular changes will bring challenges to teachers, but also bring opportunities to our border elementary school teachers. Teachers, as the main body of classroom teaching, play a key role in improving the effectiveness of classroom teaching. Not only is it related to the re-creation of curriculum resources and school-based implementation, but it is also inextricably linked to the students, who are the other subject of effectiveness improvement. From the viewpoint of the process of teachers' implementation of teaching, it consists of three links: pre-class preparation, interactive communication and post-class reflection. The absence of any link will have an impact on the effectiveness of the whole class.

The preparation of the class involves a wide range, only to find the entry point of the preparation can be sufficient. I take this article, teachers in addition to do a good job on the curriculum resources "internalization" (that is, teachers of the curriculum resources school-based and re-creation) and the mastery of the students, the teacher's concept determines the teacher's enthusiasm for the preparation of the class, there is no conceptual change, the teacher's subjective initiative can not play the due effect. Changing concepts is our frontier elementary school mathematics teachers at this stage of various teaching activities effectively carry out the premise of changing the teacher's concepts, specifically the teacher's knowledge of the role of the "upgrading".

Do a good job of knowledge transferor "upgrade". Teachers should further improve their basic mathematical knowledge from the traditional knowledge transmitter, focusing on the transmission of tacit knowledge. The traditional narrow view of knowledge that all knowledge can be transmitted verbally, can be expressed in words, mathematical symbols or other forms. The modern view of knowledge is that knowledge is rich and colorful, including both the explicit knowledge that can be transmitted, but also includes the tacit knowledge that can not be transmitted, in practice, the teacher must be aware of the existence of tacit knowledge in the teaching activities, must change their own just explicit knowledge transmitter of the concept of not only focusing on the words and pay attention to the body to teach, but also pay attention to the explicit knowledge of the tacit knowledge.

In addition to the knowledge transfer "upgrade" for the class to be fully prepared, in teaching activities, but also play a good teaching organization, cooperation, guidance, the role of the leading role of teaching. Teaching the leading role in the play of a student's understanding of the second need to establish a democratic and equal teacher-student relationship.

The end of teaching activities is only the middle of the teacher-student interaction stop. Teachers as the leading activities of teaching suspended, does not mean that the complete end of the teaching process, we must become a researcher in mathematics education, to become a new type of educators to learn to reflect.

Reflection from the teaching aspect is reflective teaching. Some scholars have divided reflective teaching into three categories from the time dimension: first, reflecting in practice; second, reflecting on practice; and third, reflecting after practice.

Reflection in practice means that in the process of teaching, unforeseen circumstances continue to occur, requiring teachers to make reflections at any time, the classroom generation of resources to guide is one of the aspects; reflection on practice means that reflection occurs after the practice, that is, after the suspension of the teaching activities described above. Reflection for practice is the expected result of the first two kinds of reflection, it is necessary to reflect during and after practice, so that teachers have developed a good habit of practicing better and thinking twice before acting. Reflection requires that we should regularize and institutionalize the habit of conscious reflection; secondly, knowing the content of reflection, mastering the strategy of reflection, and carrying out action research, i.e., we need our frontier elementary school mathematics teachers to become explorers and researchers of mathematics teaching and learning. This is the strategy and method of reflection.

From the above narrative, it seems that our frontier elementary school mathematics teachers change the concept is the prerequisite, enter the role is the key, and do a good job of reflection is a good way to guarantee the effectiveness of frontier elementary school mathematics teaching and learning continues.

3. Students are the basis for the generation of effectiveness

Students play a fundamental role in the generation of the effectiveness of mathematics teaching. At this stage of the implementation of other conditions, must be guaranteed in the case of cultivating students' interest in learning mathematics and the ability to innovate independently, which is an important factor in improving the effectiveness of mathematics teaching and learning in frontier elementary school. Cultivate the cultivation of border ethnic minority students strong interest in mathematics learning and independent innovation ability is to realize the basis for improving the effectiveness of mathematics teaching in border elementary school.

3.1 How to cultivate students to establish lasting interest in learning mathematics. Interest plays an inescapable role in a person's life. The age characteristics of elementary school students tell us that childhood is colorful, uninteresting mathematics teaching will make the primary school students produce fear of learning mathematics, so that it produces the idea of abandonment, so the interest should be all the time, everywhere. In order to establish the border students' interest in learning mathematics, after summing up sixteen years of teaching experience, I think we can start from the following three aspects:

3.1.1 The use of mathematical characteristics of the subject "raise" interest. Mathematics is a very interesting subject. Mathematics itself "life" closer to the distance between students and mathematics, teachers as a guide to teaching should be good at using life experience to lead to mathematical problems, to be good at creating life situations so that students feel that mathematical problems exist everywhere and everywhere, to be good at allowing students to participate in the life of the practice of mathematical laws, and finally to be good at connecting life to cultivate students' sense of application. Finally, we should be good at connecting with life and cultivating students' sense of application. To "raise" interest to do sufficient preparation.

3.1.2 The use of problem solving "raise" interest. Problem solving "mention" interest is relative to the "problem solving" teaching proposed. Students have a strong interest in mathematics on the basis of the urgent psychological needs, that is, the desire to solve problems. In this sense, problem-solving teaching is an effective way to solve students' psychological needs, and it is also a basic method to cultivate students' innovative spirit and practical ability. Specific practices can be summarized in the following four links:

3.1.3 In the experience of "show" interest. In the attempt to solve the problem, the teacher through encouraging evaluation, so that students experience the joy of success, the formation of interest in the persistence. This requires teachers to take into account the individual differences in the design of the problem, the design of the hierarchy of the problem, the different levels of students to solve the problem to make a reasonable evaluation, so that the students have interest in the migration, to maintain the persistence of interest, extended to the mathematical activities of the various aspects of each section and each section of the school year.

3.2 How to cultivate the development of students' independent creative ability. The generation of the effectiveness of math teaching requires student autonomy. Without students' independent innovation, it will make teacher-student communication time-consuming and laborious. Modern pedagogy believes that students are the main body of learning, and students' active participation in the teaching process is a necessary condition for effective learning. Problem-solving teaching is the basic method for the development of independent innovation ability. This requires that our frontier elementary school mathematics teachers should focus on problem-solving teaching and use all available teaching resources for teaching in order to improve the effectiveness of frontier elementary school mathematics teaching, and also to cultivate the development of students' independent innovation ability, and ultimately realize the improvement of students' independent innovation ability.

Overall, to improve the effectiveness of elementary school mathematics teaching is to comprehensively and thoroughly utilize all available curriculum resources as a prerequisite, focusing on the fundamental role of the students at the same time, give full play to the teacher's subjective initiative, and fully stimulate the enthusiasm of the students. As long as the above mentioned every step, I believe that the effectiveness of mathematics teaching in frontier ethnic minority elementary school can be realized.