| Mathematics is one kind of culture .As shisun Ding ever said "Long time we not only ...but also can't realize Mathematics is one kind of culture .on some degree , this influences our Mathematic study and Mathematic education". At length in the development of china , mathematic curriculum reform is a large scale and durable cross-culture communication.In the evolution of Chinese mathematics course , loaning or transplanting , the advanced maths experience from foreign countries basing on Chinese own culture tradition is a quite important promoting factor . That means we learn the educational systems , methods and experience , introduce foreign textbooks , imitate foreign teaching methods , then combine the concrete situation of china to fumble to find our own educational system . since the different culture bring about different value orientation , the traditional culture different between china and the west leads to their value orientation difference , the influence of which on the value orientation of maths course is the topic this thesis will discuss .First , the thesis tries to analyze the culture and course , find their material relationship and then put forward the study topic . From the point-of-view of cultural formation , the core of culture is ideological culture layer . Its major elements are value sense , thinking patterns . and so on . Every definition of course implies a certain philosophic hypothesis and value orientation , indicates a certain ideology and certain belief of education . Hence , we can raise a conclusion that course can represent a kind of culture and belong to the ideological culture layer.Then , the thesis analyzes the Chinese and western culture and their educational differences . Concerning the Chinese and western culture , the key issue is the issue of value origination and the relation between valueand reality . There are similarities and differences in the solutions to the issue . Both China and the west agree of value's surpassing origination . However, the Chinese just admit its positive role but don't make a further study ; while the western people have found out a "god" . China choose the road to surpass inside , which is of individual's business and emphasizes on individual's inner consciousness ; while the west takes the road to surpass outside . Its concrete representation is to rationally achieve the truth .The different value sources originate different views of education . The Chinese and western educational traditions have much difference on ideal personality , humanity and educational function , curriculum and teaching method .The thesis then talk about the issue of cross-cultural communication education in China . In virtue of Chinese special cultural thinking pattern , special geographical situations and production methods , Chinese traditional culture can be called "assimilative culture" . Under the general cultural background , the cross-cultural communication of China should insist on "the view of multiplex-unity" . The five times of exploration on the cross-culture communication of Chinese education have got the experience and lessons on four aspects . Based on them ,the thesis points out the construction , unity and integrality of multi-culture .In the following part , the thesis analyzes the Chinese and western maths culture . First, it points out maths is a kind of culture , then make a brief introduction of the Chinese and western maths development . On this basis , it draws a conclusion of their mathematical culture difference . In terms of its cultural layer , the western mathematical culture is situated on the ideological culture layer of the culture system ?the central layer . While the Chinese ancient maths culture is on the culture layer of application and skills ?the material culture layer .In terms of the thinking pattern , the characteristics of Chinese mathsis practical , calculative , inductive and modelized . On the contrary , the western maths is deductive , abstract , axiomatic and full of thinking cr... |
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