A Case Study On The Infiltration Of Mathematics Culture Into The Mathematics Teaching Of Rural Junior Middle School

Mathematics is a science and culture is a kind of inheritance.When the two collide,they produce different Sparks-mathematics culture.The mathematics curriculum standard of compulsory education(2011 Edition)clearly points out that mathematics is an important part of human civilization.With the implementation of the new curriculum reform,more and more attention has been paid to mathematics culture.Students' understanding of mathematics culture not only expands their knowledge,stimulates their interest in learning,but also plays an important role in the cultivation of their mathematical thinking ability.By investigating the current situation of rural junior middle school mathematics classroom teaching,this paper finds that most of the current rural junior middle school mathematics classroom teaching has a serious lack of infiltration of mathematics culture.Mathematics is a science and culture is a kind of inheritance.When the two collide,they produce different Sparks-mathematics culture.The mathematics curriculum standard of compulsory education(2011 Edition)clearly points out that mathematics is an important part of human civilization.With the implementation of the new curriculum reform,more and more attention has been paid to mathematics culture.Students' understanding of mathematics culture not only expands their knowledge,stimulates their interest in learning,but also plays an important role in the cultivation of their mathematical thinking ability.By investigating the current situation of rural junior middle school mathematics classroom teaching,this paper finds that most of the current rural junior middle school mathematics classroom teaching has a serious lack of infiltration of mathematics culture.Based on the current situation,this paper will study the problem of infiltration of mathematics culture into rural junior middle school mathematics teaching,and expect to achieve the following expected purposes:(1)through the research on the current situation of infiltration of mathematics culture in Long tang middle school mathematics teaching,find out the problems in time and carry out objective analysis;(2)research on the necessity of infiltration of mathematics culture in junior middle school mathematics teaching,so as to make students deeper In order to improve students' interest in learning mathematics and improve teaching quality,we need to understand the mathematics culture and the beauty of mathematics;(3)grasp the current understanding of mathematics culture of teachers in sample schools and promote the inseparable relationship between mathematics culture and mathematics teaching,and hope that teachers can make efforts to improve their professional level,broaden teaching ideas,and make mathematics culture better and better Closely infiltrate into the mathematics teaching of Long tang middle school;(4)give advice and suggestions on how to better infiltrate the mathematics culture in the teaching of sample schools.This paper mainly uses literature review,case analysis,questionnaire survey and statistical analysis to study the problem.The study found that in the sample schools,the infiltration of mathematical culture mainly has the following problems:(1)students' enthusiasm for active learning is not strong;(2)students' lack of understanding of mathematical culture;(3)teachers can not accurately grasp the essence of mathematical culture;(4)teachers' infiltration of mathematical culture in teaching needs to be strengthened;(5)teachers' teaching hand of mathematical culture Segment too single.The author suggests that the infiltration of mathematics culture in rural junior middle school mathematics teaching should be assisted from five aspects: improving teaching methods,enhancing students' interest in learning,improving teachers' own mathematics culture literacy,infiltrating the knowledge of mathematics culture into teaching,infiltrating mathematics thoughts and methods into teaching,and bringing the learning of mathematics culture into the scope of examination.