| With the popularization of quality education and mass education,it has become a hot topic to improve students' math literacy.Therefore,the reform practice of mathematics education continues,and the study of mathematics culture is one of the most important contents.According to the request of national education policy of the culture of mathematics and mathematics culture in mathematics teaching material and presentation of the test,many experts and scholars and front-line teachers have realized the importance of mathematical culture,but the pressure from the college entrance examination,teachers of mathematics cultural value is low,basically is given priority to with "double base" teaching,the lack of ideological content and the western culture,it is difficult to guarantee the implementation of the education of mathematics culture.The school-based curriculum of mathematics culture came into being,but the research about the high school stage is only a little and is in the theoretical exploration stage.Based on these situations,the author tries to put forward the following research questions :(1)what should be offered in high school mathematics culture school-based courses?(2)what impact does the implementation of mathematics culture curriculum have on students?(3)is it feasible to offer mathematics culture courses in high school?Try to design high school mathematics culture school-based curriculum content and practice.This paper adopts the methods of literature review,interview(before and after interview),questionnaire survey(pre-test,post-test)and action research to carry out the teaching practice research of high school mathematics culture school-based curriculum.First of all,this paper summarizes the research on the school-based curriculum of mathematics culture by combing the literature,defines the concept of the school-based curriculum of mathematics culture and mathematics culture,and discusses the design principles of the school-based curriculum of mathematics culture.Then,through the preliminary interviews with teachers and the questionnaire survey of students,the Suggestions and expectations of high school mathematics teachers and students on the development of mathematics culture-based curriculum were obtained,and the thematic contents of high school mathematics culture-based curriculum were preliminarily formulated.Finally,adopting action research met hod and guilin,a middle school mathematics teachers' mathematical culture school-based courses of cooperation,design a "mathematical culture in ancient and modern mathematics","two famous beyond number PI and e","the Fibonacci sequence and the golden mean","life interesting mathematical paradox","mathematics with literature and art" five thematic content,a middle school in guilin as the research object in the teaching practice of mathematics culture courses.Based on the analysis of student questionnaires and interviews with teachers collected before and after practice,the author draws the following conclusions:(1)the selection of mathematical cultural materials should focus on the knowledge points learned in middle school,introduce the ideas and applications of mathematics by taking mathematical history,mathematical knowledge in high school and mathematical problems as the carrier,and strengthen the integration with modern information technology to present vivid and interesting mathematical cultural materials.(2)the school-based courses of mathematics culture have a positive impact on students' cognition and emotion,and students' emotional belief in mathematics and their attitude towards mathematics learning have significantly changed.(3)it is feasible to set up school-based courses of mathematics culture in senior high school,which are recognized and liked by teachers and students.Based on the previous research results,this paper tries to explore the school-based curriculum of high school mathematics culture,aiming to contribute even a small amount to the vast ocean of knowledge in the field of mathematics education,which is a new drop of water.However,due to the limitations of practice conditions and survey data,the research results have certain limitations.In the future,it is necessary to conduct in-depth exploration and exploration on the contents of mathematical culture,and gradually improve the practical research on the school-based curriculum of mathematical culture. |
