Research On Primary School Mathematics Teaching Design Permeating Mathematical Culture

As an important expression of human thinking,mathematics is an important part of human culture.In the course of thousands of years of development,the cultural heritage accumulated by mathematics also plays an important role in mathematics teaching.In the past decade or so,the research on the content of mathematics culture in education has become a hot topic,and mathematics culture has been widely opened as a major elective course in colleges and universities.In 2011,mathematics culture should penetrate mathematics textbooks.The content of entering the mathematics classroom has been clearly stipulated in the "Compulsory Education Mathematics Curriculum Standards",which also reveals the importance of mathematics culture in elementary mathematics classrooms.But in actual teaching,the situation in which mathematics culture penetrates mathematics classrooms is not ideal.On the one hand,the first-line teachers 'understanding of mathematics culture is too simple,thinking that mathematics culture is limited to the history of mathematics,ignoring the value of mathematics culture to students' spiritual world and thinking training.On the other hand,teachers still have questions about how to effectively penetrate the mathematical culture.How can we make mathematics culture truly enter the mathematics classroom of elementary school? What are the concepts and principles of elementary school mathematics teaching design that permeates mathematics culture? How to operate?These are the problems that need to be solved urgently.Therefore,it is meaningful and valuable to explore the study of mathematics teaching design in elementary schools infiltrating mathematics culture.In response to the above problems,this paper sorts out the relevant literature of "mathematical culture" and "instructional design" to find out the achievements and areas for improvement that have been achieved in the current study of mathematical culture infiltrating primary school mathematics teaching design.Taking Bruner's educational culture view,Ausubel's meaningful learning theory,Freudenthal's mathematics education theory,and Smith-Legend teaching design model as the theoretical basis ofthis research,and infiltrating the mathematical culture through in-depth The current situation of elementary school mathematics teaching design,to find out the existing problems and possible causes.On this basis,the elementary school mathematics teaching design exploration that permeates the mathematics culture is carried out to find out the development strategies of the five major elements of teaching objectives,teaching content,teaching methods,teaching process and teaching evaluation,and explain them in combination with cases,showing the basic elements Design process and methods,and propose the following specific strategies: One is to pay attention to the design of teaching objectives:1.The design of teaching objectives highlights the guidance of mathematical culture;2.The teaching goal points to the cultivation of students' mathematical cultural literacy.The second is to pay attention to the organization of teaching content:1.Based on the application of mathematics,connect with the culture of mathematics;2.Understand the history of mathematics and get close to the culture of mathematics;3.Infiltrate mathematical thoughts and experience mathematical culture.The third is to pay attention to the selection of teaching methods:1.The choice of teaching methods should be conducive to the cultivation of mathematics cultural literacy;2.The choice of teaching methods should match the characteristics of the syllabus.The fourth is to pay attention to the design of the teaching process:1.Design concept based on "problem awareness";2.Project-style learning helps students to develop their mathematical literacy;3.Use mathematics activities to create an atmosphere of cultural literacy.In the design of primary school mathematics teaching that penetrates the culture of mathematics,the design of the teaching process can be roughly divided into the following five links,namely:(1)Create a situation with literature;(2)Use the literature to explore new knowledge;(3)In-text knowledge;(4)Map-recall knowledge;(5)Borrow text to expand knowledge.Fifth,pay attention to the design of teaching evaluation:1.Implement the evaluation design idea of "authenticity evaluation";2.Adopt a diversified and open evaluation method.The study takes mathematics culture as the core content of instructional design,combining theory and practice effectively,and combining relevant case analysis in the strategy exploration of relevant elements of instructional design to make the presentation more informative.This study provides method guidance for the designation of mathematics culture that effectively penetrates the mathematics classroom and instructional design of elementary school,and helps mathematics culture land better,and mathematics teachers better carry out quality teaching.