少数民族数学教育研究反哺课堂教学的困境与出路OA北大核心CSTPCD

After more than 70 years,the research on mathematics education for ethnic minorities in China has developed from focusing on mathematics education issues in individual ethnic areas to the construction of ethnic mathematics education systems.There are many studies on mathematics education for ethnic minorities but little research on the transformation of achievements,and the insufficient transformation of educational and scientific research achievements is a practical problem.Using the literature analysis method,the practical significance of minority mathematics education research feeding back classroom teaching is discussed,the dilemma and formation reasons of feedback classroom teaching are summarized,and the optimization path is given based on the particularity of ethnic minority mathematics education teaching practice.It is the foundation that plays a leading role in the transformation of outcomes into educational policies;the construction and ability improvement of teaching researchers and teachers is the key;making good use of the results of ethnic education informatization to fit the particularity of teaching practice,improving the classroom ecology,and serving students'development are important means.