摘要
教育发展的滞后已成为制约西藏发展的关键因素,而教师是民族地区基础教育发展的关键。2005年西藏全面实施义务教育数学新课改以来,反映西藏藏族数学教师实施新课程的研究还较为鲜见。为了解西藏藏族数学教师新课程实施的现状,笔者分析了拉萨市M中学4位藏族教师的数学课,发现在取得了一些成功经验的同时,也存在一些问题。教师需要在观念、实施途径等方面加以改善,以进一步提高数学新课程的实施水平。
After the new curriculum reform for compulsory education in Tibet, studies on Tibetan math teachers＇ new curriculum reform are rarely seen. The writers made a case study on four Tibetan math teachers at a middle school in Lhasa and analyzed the status quo of these Tibetan teachers in their new curriculum reform. We hold that though in concept they support the reform, make their efforts to carry it out in teaching and try to maintain characteristics of Tibetan math teaching, they still need to make improvement in concept and approach in order to further raise their teaching level.
出处
《民族教育研究》
CSSCI
北大核心
2011年第5期51-55,共5页
Journal of Research on Education for Ethnic Minorities
基金
教育部人文社会科学研究一般项目"多元文化数学课程的理论与实践"(课题编号:10YJA880179)
"西南大学基本科研业务费专项资金资助项目"(课题编号:SWU0909687)阶段性成果
关键词
藏族数学教师
新课程实施
个案
Tibetan math teacher
implementing new curriculum reform
case
