Research On The Design Of Junior Middle School Geometry Teaching From The Perspective Of Mathematics Culture

With the increasing requirements of mathematics education in the times,the leading position of mathematics culture in mathematics education has also received more and more attention.At the same time,the voice of mathematics culture entering the classroom has become more and more loud.The "Compulsory Education Mathematics Curriculum Standards(2011 Edition)" pointed out that "mathematics is an important component of human culture,and mathematics culture should penetrate into the mathematics curriculum.Mathematics culture integration courses can make students feel that mathematics is only a subject and a culture.At the same time,the mathematics courses in our country are more difficult and theoretical,which makes most students have aversion to mathematics learning,but mathematics culture The incorporation of students can make students feel the connection between mathematics and real life,feel their own cultural heritage,cultivate students' confidence in mathematics learning,and have great significance for enhancing the effectiveness of their teaching.This article aims to develop the junior middle school geometry teaching design under the mathematics culture.To this end,three research questions are set:(1)What is the junior middle school geometry teaching design under mathematics culture?(2)How effective is the implementation of instructional design?(3)What is the revised instructional design through teaching reflection? The research uses the observation method,questionnaire survey and interview method to take the "shortest path" in the eighth grade of the junior high school education edition and the "planar rectangular coordinate system" in the second grade of the junior high school education edition.First,the lesson plan design is developed according to the "Principles of Mathematics Culture Integrating with Geometry Teaching in Junior Middle School";then the teaching is implemented according to the instructional design,and the implementation effect of the instructional design is analyzed in-depth through classroom observations,student questionnaire surveys,and teacher interviews;The results of the teacher 's interviews reflect on the teaching,thereby improving and perfecting the developed lesson plans.Based on the research conclusions,the following Suggestions are proposed: first,teachers should pay attention to the study of mathematical culture theory and the practice of teaching design from the perspective of mathematical culture;Second,the integration ofmathematical knowledge and culture should be emphasized in the teaching design from the perspective of mathematical culture.The following conclusions are drawn through research: first,the geometry teaching design of junior middle school under the perspective of mathematics culture highlights the cultural background of mathematics and the connection between mathematics and real life;To promote students' mastery of mathematical knowledge.Based on the research conclusions,the following suggestions are proposed: first,teachers should practice teaching design from the perspective of mathematics culture;second,when teaching design from the perspective of mathematics culture,mathematics knowledge and mathematics culture should be fully integrated;third,mathematics Instructional design from a cultural perspective should be extended to the content of mathematics.