A Case Study Of Mathematical Culture Integration Into Junior High School Mathematics Teaching

The compulsory education mathematics curriculum standard(2011 edition)clarifies the necessity of integrating mathematical culture into junior high school mathematics teaching.The students' understanding of the mathematics culture is not only to expand the knowledge and stimulate the interest of learning,but also to the cultivation of students' mathematical thinking ability.The integration of mathematics culture in junior middle school mathematics teaching helps to improve the teaching quality and the development of teachers themselves.However,the halo of mathematical practicality conceals the brilliance of the mathematical culture.Due to the pressure of the central examination or the college entrance examination,teachers have the goal orientation of heavy reasoning and light culture in mathematics teaching.Aimed at the present phenomenon of junior middle school mathematics teaching,the paper through the study in order to achieve the following purposes:(1)as the carrier of mathematical culture,mathematics curriculum to let the students feel the beauty of mathematics and the sciences,help students to set up scientific view of mathematics,improving the students' mathematics accomplishment;(2)to establish a multivariate relationship between "mathematical culture" and "mathematical knowledge",and expand the way of integrating mathematical culture into junior middle school mathematics courses,so that the mathematical culture can penetrate into junior middle school mathematics teaching.In this paper,on the basis of predecessors' exploration,based on east China normal university version of the junior middle school mathematics textbooks,the teaching material content for this,according to the student's level of abstract thinking,from the history of mathematics,mathematics beauty,method of mathematical thinking and mathematics application,etc.Based on the phenomenon and course goal of junior high school mathematics teaching,this paper puts forward the aim and significance of this thesis.The author based on the survey of junior high school students and teachers of mathematics,and mathematics culture in mathematics teaching will encounter problems,through the study of teaching mathematical culture into the classroom teaching cases,to find the strategy to solve the problem,for a line of teachers in the classroom teaching into the mathematics culture provide effective methods and strategies.This article is divided into 7 chapters.Chapter 1 is the introduction,introduces the research background of this paper,and puts forward the research objectives and methods.Chapter 2expounds the theoretical basis and significance of integrating mathematical culture into teaching,and expounds the necessity of integrating mathematical culture into teaching from the perspective of cognition,constructivism and humanistic psychology.Chapter 3 is the literature review.The author analyzed the previous studies on the mathematical culture and summarized their views on the mathematical culture.From the perspective of the denotation of mathematical culture,mathematics culture includes the history of mathematics,mathematics,mathematics thought method,mathematics and mathematics spirit,in chapter 5 and chapter 6 provides a solid theoretical foundation.In chapter 4,through the questionnaire survey on the current situation of mathematics and culture teaching,the paper finds out the problems and causes of mathematics culture integration in junior middle school.Chapter 5 is in view of the problems found during the survey,combined with the characteristics of China normal university version of the mathematics teaching material of mathematics culture,explore the penetration of mathematical culture teaching in junior middle school mathematics teaching case and the case analyzes.Chapter 6puts forward the principles and strategies of integrating mathematics culture into teaching according to the students' realistic level and the mathematical culture presented by the textbook.Chapter 7 is the insufficient reflection,this article only in junior middle school mathematics teaching material “formula for the difference of squares”,“linear functionimage”,and “the Pythagorean theorem” and supplementary materials in the mathematical beauty of these four teaching case study,expecting to radiation in the junior middle school mathematics teaching other content,and highlights the mathematical culture education function.