The Research On The Penetration Strategy Of Mathematical Culture In High School Mathematics Teaching

In China,mathematics education always pays attention to basic knowledge and basic skills,but has neglected the cultural value of mathematics education for a long time.In recent years,the permeation of mathematical culture in teaching has become a hot topic in the educational field.Mathematics carries the thought and culture.It is an important part of human civilization.In ordinary high school mathematics curriculum standards,the mathematical culture is required to permeate into daily teaching activities.It is necessary for the students to know the world with mathematical eyes,cultivating students' ability to analyze and solve problems,and strengthening the connection with other subjects.Paying attention to the cultivation of students' emotion,attitude and values,and laying the foundation for their lifelong learning.Permeating mathematics culture can cultivate students' interest in mathematics learning and the motivation of learning,embodying the value of educating people of mathematics culture,establishing students' correct view of mathematics learning and correct teaching view of teachers.There are three specific research problems: How does permeation status of mathematics culture in high school mathematics teaching?What are the factors that influence the penetration of mathematics culture in high school mathematics teaching?What are the strategies to permeate mathematical culture in high school mathematics teaching?In this paper,the literature study method is used to define the mathematical culture,to analyze the characteristics of mathematical culture and the status of research at home and abroad,and using the questionnaire survey method and interview method to understand the permeation status of mathematics culture in high school mathematics teaching,and collating and analyzing the mathematical culture content in high school mathematics textbooks by text analysis method,and analyzing the examination mode of mathematics culture in the college entrance examination.The permeation strategy of mathematical culture is studied by case analysis.The penetration of mathematical culture in high school mathematics teaching has the following status: high cognition,low application and lack of guiding strategies.Teachers' ability to permeate mathematical culture into classroom teaching is low,lacking the ability to collect and integrate data,and the way of permeatingmathematical culture is relatively simple.Students lack knowledge of mathematical culture,lacking ability of independent learning and ways to learn mathematical culture.According to the investigation analysis,the analysis of teaching materials and the analysis of the methods of evaluation,the factors that restrict the infiltration of mathematical culture are obtained from four aspects: the factors of teaching materials,the permeation of mathematical culture is uneven,position setting is not reasonable,there are a lot of professional terms in the content and the form is relatively simple.Evaluation factors,at present,there is no uniform standard for evaluation of mathematical culture,little penetration in the examination.Teachers' own factors,teachers' mathematical culture level are uneven,and they are not enough study mathematics textbooks,and lacking of professional guidance and training platform.Social environmental factors,under the evaluation mode dominated by exam results,the school and parents' understanding of mathematical culture is not deep enough,and they have not been noticed.In general,the evaluation method and the assessment system hinder the permeation of high school mathematics culture;the teacher's mathematical culture knowledge reserve decides the depth of mathematics culture penetration in the classroom;permeation of the mathematics culture lacks the communication platform and guiding strategy in high school mathematics teaching;the students lack the motivation to learn the mathematics culture actively.In the end,under the principles of objective truth and scientific interest,combining with the students' cognitive development level and learning theory,the permeation strategy of mathematical culture is obtained: mathematical culture is permeated through mathematical teaching design,mathematical culture is permeated with mathematical experiments and mathematical games as the carrier,organizing the way of reading materials for students to permeate mathematical culture,mathematical culture is permeated through practical application of mathematics,carrying out mathematical culture lectures to permeate mathematical culture.