Study On The Integration Of Mathematics Culture And Rural Junior High School Mathematics Classroom Teaching

A full-time compulsory education mathematics curriculum standard(2011 edition)was issued by Chinese government,in which a clear requirement is made to integrate mathematics culture into mathematics classroom teaching.The paper elucidates the shortage of mathematics culture teaching in rural junior high school mathematics classroom based on the study of the new curriculum.And the author hopes to achieve the following goals through the research of this paper: 1.The necessity of integrating mathematical culture into the mathematics classroom of rural junior high school is proved by research,which can make students feel the beauty of mathematics culture and mathematics,and then improve the mathematics accomplishment of the students who study in rural junior high school.2.The author introduces the close relationship between mathematics knowledge and mathematics culture to more teachers who teach mathematics in rural areas and hopes that the teachers will work hard to improve their own business level,delve into relevant teaching knowledge and make the mathematics culture integrate into the rural junior high school mathematics class better.This paper mainly applies the following research methods:Literature research method,interview method,statistical method,case study method and content analysis method.In the first three chapters of the thesis,the author has a deep understanding of the mathematics culture and its education value and social status by reading literature materials.The author analyzes the present situation of this paper at home and abroad and sums up the characteristics of middle school mathematics textbooks issued by Beijing Normal University Press.The author expounds the theoretical basis for the integration of mathematics culture and rural junior high school mathematics classroom teaching.In chapter four,the author interviewed three rural junior high school mathematics teachers who come from Liaoning Zhangwu.The author understands that it is relatively rare to integrate mathematical culture into rural mathematics classes because of the limited business level of local teachers.Otherwise,schools and society don't pay enough attention to this phenomenon.In chapter five,the author proves its validity through five cases.It means careful teaching design +sufficient teaching time = the integration of mathematics culture and middle school mathematics classroom teaching.In chapter six,the author proves that the integration of mathematics culture and middle school mathematics classroom teaching can not onlystimulate students' interest in mathematics learning but also help students to establish correct outlook on life and values.At the same time,the author gives his own relevant teaching suggestions.The thesis puts forward the following suggestions for the integration of mathematics culture and rural junior high school mathematics classroom teaching.(1)For teaching content.Teachers should study the teaching materials carefully and choose the teaching content.They should supplement the teaching materials in time,and ensure the interest and effectiveness of the teaching contents so as to accomplish the integration of mathematics culture and middle school mathematics classroom teaching.(2)For the form of teaching.In rural junior high school mathematics classroom teaching,teachers should adopt different kinds of teaching modes according to different teaching contents.Teachers should integrate the mathematical culture into the activities of teacher's teaching,and the students' finding,students' independent learning and self-learning.(3)For teaching evaluation.Teaching evaluation should pay attention to the overall teaching process and the reception of students.The evaluation should take the long-term nature of education and the development of students into account and a variety of teaching evaluation methods should be taken to minimize the impact of exam-oriented education on students and teachers.