Currently, high school math education is somehow facing an embarrassment on account of teaching and leaning do not quite match, which begins to make a great effect to the improvement of mathematics teaching quality. Of many reasons leading to this situation, the most important ones for the teacher are probably because of the subjectâ€™s own characteristics and teacherâ€™s inappropriate teaching methods. In order to make teaching and learning more effective, improving the content and architecture of high school math and to cultivate a correct perception of the studentsâ€™way of thinking, teachers can adopt flexible teaching methods. Teaching knowledge of the history of mathematics shall be a good supplement to math education.For the current status of high school mathematics teaching, This thesis uses literature research and survey method. By conducting a survey among high school students and math teachers, we obtain a large amount of valuable data, which contributes to our achievement of the research. All the survey results illustrate that itâ€™s necessary and feasible of integrating the history of mathematics into high school math education; Through access to relevant documents, books and papers, on the basis of a profound analysis of the concepts and principles we should follow, and through analyzing the actual classroom teaching comprehensively in high schools, to the concept of efficiency classroom and integrity of the teaching system as the core idea,we create a reasonable and effective way, obtain the high school mathematics teaching strategies of integrating the history of mathematics. Finally, we use the effect of practical teaching cases to demonstrate the validity and necessity of integrating history of mathematical into math education. The innovations embodied in this paper are as follows:Explores the cultural connotation of integrating history of mathematics education into high school math education, analyzes the educational value that the new teaching method brings to studentsâ€™ cognitive patterns and thought patterns; multi-dimensional, multi-level researches the methods and strategies of integrating history of mathematics education into high school math education. |