CAJ | 학술논문

为了让民族地区的孩子们在自己熟悉的文化生活背景中学习数学，教师应该了解民族文化，以民族文化为背景创设数学情境，才能结合学生实际按照“数学情境与提出问题”课堂教学模式进行教学。为了培养民族地区合格的中小学数学教师，民族地区高校应着力挖掘民族数学文化，开发民族数学文化课程资源，并把它们引进课堂，改革课程体系，加强数学教育课程建设，使培养出来的中小学数学师资受到民族文化的熏陶，具有开发数学课程资源的意识和精神，具备在民族地区从事中小学数学教育的基本能力，从根本上解决民族地区数学教育的问题，促进中国民族地区的教育发展和人才培养。
위료양민족지구적해자문재자기숙실적문화생활배경중학습수학，교사응해료해민족문화，이민족문화위배경창설수학정경，재능결합학생실제안조“수학정경여제출문제”과당교학모식진행교학。위료배양민족지구합격적중소학수학교사，민족지구고교응착력알굴민족수학문화，개발민족수학문화과정자원，병파타문인진과당，개혁과정체계，가강수학교육과정건설，사배양출래적중소학수학사자수도민족문화적훈도，구유개발수학과정자원적의식화정신，구비재민족지구종사중소학수학교육적기본능력，종근본상해결민족지구수학교육적문제，촉진중국민족지구적교육발전화인재배양。
In order to make the children of the ethnic minority areas learn math in the cultural life of their own familiar background, teachers should understand ethnic culture, create mathematical contexts based on ethnic culture, and, combining the actual situation of the students, carry out teaching according to classroom teaching mode with“mathematics situations and posing problems”. In order to train the qualified mathematics teachers of primary and secondary schools in ethnic areas, universities of ethnic areas should focus on excavating ethnic mathematics culture, and develop curriculum resources of ethnic mathematics culture. Ethnic areas universities should introduce ethnomathematics culture into the classroom, reform the curriculum system, and strengthen the construction of mathematical pedagogy curriculum. Graduates of these universities who will become the primary and secondary school mathematics teachers are edified by ethnomathematics culture, possess consciousness and spirit of developing mathematics curriculum resources, and have the basic ability to engage in mathematics education of primary and secondary schools in the ethnic areas. These will fundamentally solve the problem of ethnic areas mathematics education, and promote the education development and personnel training of our country's ethnic areas.