The New High School Curriculum Standard Mathematical Culture Into The Exploration Of Mathematics Teaching

As a branch of culture, mathematical culture includes all aspects of mathematics, with all the elements of culture, has showed great vitality and value since been proposed and developed. Mathematical culture used in mathematics teaching has attract a lot of attention and has been widely accepted, and the new senior high school curriculum standards in mathematics of China proposes the curriculum should embody the cultural value of mathematics and uses mathematics culture instruction in order to improve students’ mathematical literacy and enhance students’ quality. So we know the important role of mathematical culture instruction in senior high school mathematics teaching.However, because of in the initial stage, mathematical culture instruction used in high school mathematics teaching still faces many problems, such as, many senior high school teachers have a limited understanding of the mathematics culture, and there are some concerns in using mathematical culture instruction, taking into account of the difficulty of changing the traditional teaching method and the effective to students’ test scores. In the context of high school education puts emphasis on let more students into University, in face of the enormous pressure of the proportion of students, although mathematical cultural instruction methods has been widely recognized, but has not been widely used.Based on this background, I selected this topic. I hope there are some promotion and effects to the high school mathematics teaching.This essay includes six chapters. The first chapter introduces the research background and research trends at home and abroad. The second chapter describes the meaning and value of the mathematical culture. The third chapter introduces the status of high school mathematics teaching. Chapter IV, analyze the need of Senior high school using mathematics culture instruction method and the principles and methods. The fifth chapter is cases design, I designed three cases and hope through these three cases I could express my thoughts and understanding of teaching using mathematics culture instruction method. Chapter VI, Conclusion.