Development And Utilization Of High School Mathematics Cultural Education Resources

Mathematical culture refers to the method,language,thought,viewpoint and spirit of mathematics as well as their early formation and gradual development.Mathematics culture itself is a part of mathematics accomplishment.It is still improving and developing,but its social value plays an important role in the cultivation of people's initiative and creativity,the cultivation of people's Macro Thinking and the cultivation of national scientific spirit and cultural literacyWith the implementation of the new curriculum reform,people's educational ideas are constantly updated,and the status of mathematics culture in high school mathematics teaching has been paid more and more attention by the educational circles.However,the research on mathematics culture only stays in the theoretical stage,rarely turns into the high school classroom,turns into the actual classroom teaching.In the current background of examination oriented education,it is difficult to see the existence of mathematical culture in mathematics teaching.Teachers emphasize and value the instrumental value of mathematics too much,and tend to ignore the cultural value of mathematics.Mathematics is one-sided understood as a subject to cultivate students' logical operation and thinking ability.Mathematics culture is quietly leaving the mathematics classroom.The lack of the influence of mathematical culture makes today's students become "problem-solving robots" who can only use knowledge points to solve problems.Mathematics class is lack of vitality,and mathematics class has become a dead cycle of "talking about knowledge points,doing problems,lecturing and correcting mistakes",which makes some students not interested in mathematics courses,and the requirements for knowledge points are just remembering and using,not requiring more understandingIt is only one of the goals of mathematics teaching to acquire mathematics knowledge and master the skills of solving problems.What is more important is to lead students to feel the mathematics culture and the spirit of mathematics.Based on the previous research,this study summarizes the characteristics and values of mathematical culture by reading relevant literature.During the internship in No.1 Middle School of Qihe County,Dezhou City,using the methods of questionnaire survey,interview with students and teachers and classroom observation,this paper investigates the application of mathematical culture in the school's mathematics teaching and the current situation of the development of mathematical cultural education resources.By sorting out and analyzing the survey results,we find that the main factors restricting the infiltration of mathematical culture are:the utilitarian orientation of education is obvious,too much attention is paid to the instrumental value of mathematics;schools and society do not pay attention to mathematical culture,and the content of relevant mathematical culture is missing;teachers themselves lack of mathematical culture literacy,and teaching skills need to be further improved;marks are used to evaluate students' mathematical ability The only standard of force,the single form of evaluation,the writing of mathematics homework,and the neglect of practical homework.Finally,according to the problems and attribution analysis of the infiltration of mathematical culture,this paper puts forward the corresponding countermeasures for the rational development and utilization of the educational resources of mathematical culture from the five aspects of curriculum,school,society,teachers and students themselves.