当前少数民族地区数学教师对数学课程的看法——基于访谈的梳理与分析  

Current Views about Mathematics Course of Mathematics Teachers in Ethnic Minority Regions——Based on Interview Analysis

作　　者：孙晓天[1] 贾旭杰[1] 

机构地区：[1]中央民族大学理学院,北京100081

出　　处：《民族教育研究》2014年第1期77-83,共7页Journal of Research on Education for Ethnic Minorities

基　　金：2012年度教育部人文社会科学研究一般项目"提高我国少数民族地区基础教育理科课程质量的计量模型研究"(项目编号:12YHAZG028)阶段性成果

摘　　要：通过对西北三省区少数民族聚居地区四百多位数学教师的逐一访谈,梳理出民族地区数学教师对当前数学课程的大致看法,其中包括数学教学、数学教材、数学教学用语、数学课程难度、民族地区双语教师培训策略等问题。应对教师的困难和要求应给予足够的重视,在适度倾斜的政策引导下,通过专项研究给出令人满意的解决办法。After individual interviews of more than 400 mathematics teachers in ethnic minority communities in three provinces of the Northwest, we have analyzed the general views about current mathematics course of mathematics teachers in ethnic regions which include mathematics teaching, textbooks, teaching languages, course difficulties and training strategies of bilingual teachers. Sufficient attention should be paid to teachers＇ difficulties and demands, problems should be solved under the guidance of preferential policies and through research projects.

关 键 词：少数民族地区 数学课程标准 课程难度 双语教学 教师培训 

分 类 号：G758.1[文化科学—教育学]