Research On The Inheritance Of Mathematical Culture In The Qingdao Edition Primary School Mathematics Textbook

With the development and progress of the times,the curriculum reform of basic education emphasizes the examination of teaching from the perspective of cultural education,and the attention to mathematics is not limited to its instrumental value.In recent years,it is advocated to infiltrate cultural teaching and carry forward traditional culture,so that "mathematical culture" has become one of the hot topics concerned by the educational circle and even the society.Mathematical culture contains the civilization and wisdom of a nation,a country and all human beings.it contains not only the excellent culture of our Chinese nation,but also the rich achievements and civilization of the whole human world.The implementation of mathematics culture teaching can not only change students' view of mathematics.To realize that mathematics is not only a tool subject,but also has humanism.At the same time,it can stimulate students' interest in learning mathematics and improve teachers' teaching effect.As an important carrier of knowledge,textbooks,while presenting knowledge to people scientifically,also bear the responsibility of inheriting culture,giving full play to the moral,intellectual and aesthetic values of culture,so that the excellent culture handed down in the long history can be continued and innovated.Therefore,the importance of primary school mathematics textbooks becomes self-evident,and the rationality of the arrangement and presentation of mathematics culture in textbooks becomes particularly important.This study takes the Qingdao primary school mathematics textbook(May 4th system)as the research object,makes a statistical analysis of the mathematical culture presented in the whole set of textbooks,and takes inheritance as the starting point of this study.this paper mainly makes an overall analysis from two aspects of the form and content of inheritance,and on this basis,attempts to summarize the existing problems and causes of mathematical culture inheritance in Qingdao primary school mathematics textbooks.And the corresponding suggestions are put forward.The main methods used in this study are text analysis and interview.Specifically,the text analysis method is used to analyze the form and content of mathematical culture inherited in textbooks(including special topics,text columns,exercises columns and other columns)and contents(including the history of mathematics,mathematical thinking methods,mathematical beauty and mathematical application).On this basis,this paper attempts to summarize the problems of teaching materials in inheriting mathematical culture.The interview method is to investigate the teachers and students who use the primary school mathematics textbook(May Fourth System)according to the content and viewpoint of mathematics culture in Qingdao edition.The study found that there are some unreasonable aspects in the inheritance of mathematics culture in Qingdao primary school mathematics textbooks,such as the choice of mathematics culture content puts too much emphasis on application value,the presentation of mathematics culture is relatively single,and the distribution of mathematics culture is not balanced.Through in-depth interviews with teachers and students and consulting literature,it is found that the reasons behind these problems may be due to the editors' insufficient attention to the inheritance of mathematical culture,the lack of clear and specific standard requirements,the influence of teachers' teaching concepts and the allocation of classroom teaching time,and so on.In order to better inherit mathematics culture in textbooks,the author puts forward corresponding suggestions from two aspects of the compilation and use of textbooks in view of the existing problems.Textbook compilation needs to pay attention to the choice of mathematical culture content,enrich the form of mathematical culture content inheritance,integrate mathematical knowledge with mathematical culture,and reasonably plan the proportion of mathematical culture in the four major learning fields of mathematics.For the use of textbooks,first of all,teachers need to improve their own mathematical cultural literacy and improve their education and teaching ability.Secondly,we should treat the content of mathematical culture correctly and excavate the value of mathematical culture.Finally,we should make effective use of mathematics culture to stimulate students' interest in mathematics learning.