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自2012年底开始,笔者参与了一项为云南少数民族学生提供有效数学教学的项目工作。其间到西双版纳傣族自治州景洪市以及保山市腾冲县两地几所小学听课观摩,与小学教师及教师培训者进行访谈,还阅读了教师的相关教学设计和教学反思。这几所小学地处比较偏远的少数民族聚居区,学生几乎都没有接受过正规的学前教育,很多学生入学前只会民族语言,不会普通话。这些学校在当地也属于基础比较薄弱的学校,
Since the end of 2012, the author has participated in a project to provide effective teaching of mathematics for ethnic minority students in Yunnan. In the meantime, he went to Jinghong City, Xishuangbanna Dai Autonomous Prefecture and several elementary schools in Tengchong County, Baoshan City to observe and observe the elementary school teachers and teacher trainers. Teachers also read relevant teaching design and teaching reflections. These primary schools are located in more remote areas where ethnic minorities live in concentrated communities. Almost all of them have not received any formal preschool education. Many students only speak national languages and can not speak Mandarin before entering schools. These schools are also locally based schools with weak foundation,