Mathematics Culture In Junior Middle School Mathematics Teaching Practice And Case Analysis

Mathematics is not only a kind of knowledge,but also a kind of culture.Mathematics is the crystallization of human civilization.Mathematics is a kind of culture,which has been recognized by experts,scholars and teachers all over the world.With the advancement of education reform,curriculum and mathematics in primary and secondary schools in China pay more attention to the understanding and culture infiltration of mathematical culture of the essence of mathematics students,many teachers have the essence of educational value of mathematics curriculum in spare no effort.Junior high school mathematics curriculum standards pointed out:mathematics is an important part of human culture,mathematical literacy is a modern society every citizen should have the basic qualities.Mathematics textbooks are integrated into many mathematical historical knowledge,mathematical aesthetics and mathematical application.In recent years,many experts,scholars and teachers in our country have done a lot of research on mathematics culture and mathematics culture in mathematics classroom teaching,and gained rich experience.In this paper,on the basis of previous exploration,the junior high school mathematics textbooks as the basis,the students as the basis,the practice of mathematical culture into the junior high school mathematics classroom teaching experimental research and case analysisI try to grasp the material culture and knowledge structure of mathematics knowledge from the macro;from the micro analysis,mathematical knowledge and mathematical culture correspondence,the selection principle of mathematical culture and material outside the textbook;teaching methods to explore the mathematical culture into classroom effective ways and methods of teaching.I am into the culture of mathematics classroom teaching experiment and lesson study analysis,and draw the conclusion.Based on the above,this paper will start from the following five parts:The first part:It is about the research background,problems,methods,objectives and significance.The second part:literature review and related concepts at home and abroad.The third part:the theoretical basis of mathematics culture into classroom teaching.The fourth part:this part from the knowledge structure,non knowledge structure(cover,preface,illustrations,narration,reading materials etc.)two aspects of content analysis of characteristics of mathematical culture in textbooks and presentation,and the content of mathematical culture in textbooks than the lack of knowledge,and strong practicability,mathematical culture the conclusion showed weak.From the above analysis,the mathematical culture into the classroom teaching is divided into four types:conceptual teaching,formula theorem teaching,problem-solving teaching and time and comprehensive application.The fifth part:I take the 2013 grade eight mathematics textbooks of rural junior high school students as an example,selects two students with mathematics learning attitude and mathematics knowledge level is relatively consistent with the class,experiments were carried out for a month and a half,one as the experimental class,the other one is the control class,conducted pre-test and post test,and make the data obtained analysis,make some conclusions.The sixth part:This part based on the experimental study,to make the contents of mathematical culture into the classroom teaching case analysis,selected "16.1 two radical" mathematical culture into the concept of radical teaching and the "17.1 The Pythagorean theorem" formula for the Pythagorean theorem teaching type of course lesson,make analysis and conclusions.The seventh part:Summary and Prospect of this study.In the research of the subject,from the presentation of the mathematical culture content of the textbook,the selection of the content of the mathematical culture,the classification of the class type,and so on,to carry out the experimental study and draw the conclusion,I deeply feel the broad and profound mathematical culture.The content of this paper is a little wide,the experimental research is not thorough enough,it is necessary for us to fully understand the mathematical culture and integrate the mathematical culture into the classroom teaching.