An Experimental Study On The Integration Of Mathematical Culture Into The Classroom Teaching Of Junior Middle School Mathematics

At present,people generally think that mathematics is the science of seeking truth.Under such a value of instrumental rationality,mathematics is only regarded as a kind of calculation tool provided to people,while the human value of mathematics as a cultural symbol is gradually weakened,so that mathematics is essentially the unity of truth,goodness and beauty.In response to this problem,the Ministry of education has issued many documents,emphasizing that "mathematics is a kind of culture,its content,thought,method and language are important parts of modern civilization",affirming the humanistic value of mathematics from the concept.At the same time,there are many connections between the cultural value of mathematics and the real life: the students can obtain the mathematical accomplishment such as the spirit of mathematics,the scientific thinking method,the logicality of analyzing problems,the orderliness of solving problems and the strictness of thinking problems when they study the mathematical culture.However,at present,mathematics culture is only used as extracurricular knowledge expansion to expand students' knowledge range in the syllabus,and there are few related test points in the large-scale examination.At the same time,in practice teaching,teachers still have many misunderstandings about mathematics culture education,such as thinking that mathematics culture education is about mathematics history education,thinking that mathematics culture is to introduce mathematics interesting questions and so on.The final result is that teachers and students' mathematical cultural awareness can not be substantially improved.Therefore,it can be seen that carrying out the research on the integration of mathematics culture into junior middle school mathematics teaching practice is not only the practical demand of the new era mathematics culture education,but also the beneficial exploration of strengthening the classroom culture education of junior middle school mathematics teaching.Through the collation and analysis of the literature related to mathematical culture,three main problems to be solved in this study are finally established.First,why should mathematical culture be integrated into junior high school mathematics classroom teaching? Second,what is the current situation of integrating mathematics culture into junior middle school mathematics classroom teaching? Third,how to better integrate mathematics culture into junior high school mathematics classroom teaching? Among them,the second and third problems are the focus and difficulty of this study.In this study,the experimental method and the action research method are synthetically used,and the two classes selected are regarded as the experimental group and the control group respectively.By controlling the independent variables such as the average score,the rate of excellent students and the rate of poor students,the ratio of male and female students in the two classes,the students in the experimental group are taught mathematics with the integration of mathematical culture.The experimental time is the whole semester in the first semester of the first two classes.After the experiment,we found that the students in the experimental group were significantly higher than the students in the control group in mathematics learning performance,learning interest,self-efficacy and so on.The longitudinal comparison also found that the students' learning interest and learning efficacy after the experiment were significantly higher than before the experiment.After the experiment,the researcher reflected on the experiment of integrating mathematics culture into junior middle school classroom teaching.The research shows that there are still some problems in the process of integrating mathematics culture into junior middle school mathematics classroom teaching.Firstly,students' cognition of integrating mathematics culture into mathematics classroom teaching is not enough.Secondly,the integration of mathematics culture brings great challenges to the teaching progress.Thirdly,the integration of mathematics culture lacks the cultural support of mathematics textbooks.Finally,teachers lack the development of integrating mathematics culture The experimental ability of classroom teaching.In view of the above problems,the research believes that the following problems should be paid attention to in the future when carrying out the integration of mathematics culture into the classroom teaching of junior high school: first,actively pay attention to the students' feelings and receive the students' feedback in time;second,select the materials of mathematics culture to ensure the connection with knowledge points;third,improve the teaching evaluation methods and integrate the contents of mathematics culture;fourth,enhance the communication between colleagues and improve the integration Entry mode.