| In recent years, "Mathematical culture" has gradually become a research hotspot in the field of mathematics education in our country. The new curriculum standard also emphasizes the importance of mathematics culture in mathematics education. But due to the development of the old ideas, junior middle school mathematics teaching in our country has basically maintained the traditional teaching mode. This mode dilute the production and development of mathematics knowledge, mathematics thought method and application of mathematics and make the students difficult to see the spirit of mathematics, the thought and humanistic value, eventually lead to students lack of mathematical understanding and consciousness of use the mathematics. Learning some concept by memorization, formula and principles can be coped with temporary exam, but they rejected the mathematics essence that can benefit for their all life. This kind of phenomenon is more outstanding in Tibetan. Rote memorization is the tactic in the junior middle school mathematics teaching. This way made just machine to solve the problem. In order to change the situation of junior middle school mathematics teaching in Lhasa and inject some energy to junior middle school mathematics teaching in Lhasa. Therefore, put forward the thesis "mathematical culture in Lhasa penetration study in junior middle school mathematics teaching.I want to study the situation of teaching with mathematics culture inclusion in Lhasa junior middle school by distributing questionnaires interviewing and classroom observing. Through the survey, I found that the problems of mathematical culture in Lhasa junior middle school mathematics teaching are as follows:(1) The students lack of the cognition of mathematical culture;(2) The students’ mathematics culture learning mainly depends on the classroom teaching;(3) Teachers’ mathematical literacy is not enough;(4) The strategy of teachers on the teaching with mathematical culture penetration is inappropriate;(5) Teachers’ mathematical culture consciousness is weak;(6)The test evaluation is inspection;(7) The teaching material is too academic and lack of culture. To solve the problems found during investigation. I put forward some constructive suggestion four aspects —— students, teachers, examination evaluation and textbook writing. Such as: Set up the students’ mathematical culture curriculum; Improve students’ learning of subject consciousness, change passive learning. into active learning; To improve teachers’ mathematical literacy through the cooperation and communication between teachers and to participate in research, increased investment in teachers’ training and so on; Set up the teacher mathematics culture curriculum; To optimize the teachers’ mathematics culture implementation strategy; On test evaluation, combining knowledge with students’ comprehensive quality evaluation; Mathematics teaching material of junior middle school in Lhasa can be trying to develop local teaching materials on the basis of national teaching material. At the same time, teaching material layout and content should be diversified and strengthen mathematics interesting. Finally, I also carried out the teaching case design, and I hope to provide teaching reference through this case design for Lhasa junior middle school mathematics teachers.I hope to make the mathematics culture into the junior middle school mathematics classroom in Lhasa more effectively through this study. Lead students to learn mathematics from the perspective of culture. Make them to realize the significance of mathematics learning. Stimulated students’ interests in maths study and overcome the fear of them. Finally achieve the goal of improving math grades and learning efficiency, and lay a good foundation for students’ mathematics learning in the future. |
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