随着这些年国家对西藏教育的不断关注和关心，西藏的基础教育取得了很大成就，然而相对于内地存在较大的差距，其中西藏农村中学的数困生占得比例是很大的。对于藏族数困生的研究，发现近几年在国内有几篇对于该问题发表的论文。通过西藏具有代表性的达孜区中学和洛扎县中学两所学校的师生进行研究，研究结果表明西藏农村中学的数困生主要原因有：一、学生的自主性和积极性比较差，汉语水平的不高很大程度上阻碍了学生理解数学题目的能力。二、教学语言的选择对学生数学学习有一定的影响。教师应该对汉语成绩不好的学生，用藏语来辅助解释合理。另外学校要重视对于教师双语教学的培训，藏族老师汉语水平有待提高。三、学校90%以上的学生都为农民子女。家长的学历也并不高，家里父母不给孩子学习时间，也形成了学生的数学学习困难。所以家长的教育观念有待提高，家长应该要更加注重学生的学习。

With the continuous attention and concern of the state for Tibetan education over the years, great achievements have been made in basic education in Tibet. However, there is a big gap compared with the mainland, in which the number of poor students in Tibetan rural secondary schools is very large. As for the study of Tibetan students in poverty, it is found that in recent years there have been several papers published on this issue in China. I have conducted research through teachers and students from two representative secondary schools in Tibet, namely, Dazi District Middle School and Luozha County Middle School. The research results show that the main reasons for the poor number of students in Tibet's rural secondary schools are as follows, first, the poor autonomy of students and the low level of Chinese have largely prevented students from understanding the purpose of mathematical problems. Second, teachers should use Tibetan to explain the poor students who do not do well in Chinese. Schools should attach importance to the training of teachers' bilingual teaching, and Tibetan teachers' Chinese level needs to be improved. 3. More than 90% of the schools are children of farmers. Parents' academic qualifications are not high either. The highest academic qualifications are also secondary schools. Therefore, parents' educational concepts need to be improved. Parents should put students' study first.