Research On The Design Of Mathematics And Algebra Teaching In Junior Middle School Under The Permeation Of Mathematics Culture

With the development of China's mathematics education reform,more and more attention has been paid to the humanistic value of mathematics.Mathematics culture education can not only meet the students' learning of systematic mathematical culture knowledge,but also cultivate students' mathematical thinking and mathematical view.Mathematics culture reappears the mathematics classroom,makes the teaching content more abundant,full and vivid,the teaching process is full of interest and historicity,and can cultivate students' humanistic feelings.It can be seen that it is urgent to infiltrate mathematics culture into teaching.This paper mainly includes the following six parts.In the first chapter,based on the urgency of the infiltration of mathematical culture,this paper puts forward the problem.Firstly,it briefly describes the research background,purpose and significance of the infiltration of mathematical culture in teaching,and then formulates the research problems and methods to determine the research direction for this paper.The second chapter defines the concept of mathematical culture and teaching design,analyzes the current situation,development course and shortcomings of domestic and foreign research,and takes the relevant modern educational theory as the theoretical basis of this paper.The rich theoretical basis is helpful to carry out the teaching that conforms to the students' innovation and development,and also shows the high degree of attention paid to the study of mathematics culture.The third chapter focuses on the problems studied in this paper,uses the questionnaire survey method to investigate and analyze the current situation of the infiltration of mathematical culture,and provides data support for the development of instructional design.From the survey results of both teachers and students,most teachers and students agree with mathematics culture,which can promote students' learning and development in practice,and reflect the necessity of infiltrating mathematics culture in teaching.At the same time,there is also the problem that the effect of infiltration is not ideal.In view of the problem,this paper summarizes the influencing factors,which makes the later penetration principles and strategies more targeted and valuable.The fourth chapter puts forward the principles and Strategies of infiltration according to the obstacles of infiltration of mathematical culture,so as to provide some direction for teachers to improve teaching.Among them,teachers and students to improve the cognition of mathematical culture can greatly improve the mathematical cultural literacy of teachers and students,which is conducive to the integrated development of teachers and students.In the fifth chapter,under the support of infiltration principles and strategies,the teaching design of infiltration of mathematical culture in the teaching of irrational numbers and equations is given,creating interesting,cultural and mathematical historical situations,effective interaction between teachers and students,and infiltration of mathematical culture in all aspects of teaching.In the sixth chapter,through the reflection on the shortcomings of this paper,we can get enlightenment,and provide experience and guidance for the teaching design of the later work practice.Finally,we conclude that the infiltration of mathematical culture in junior high school mathematics teaching can improve their ability to discover,appreciate and create mathematical beauty,which is very necessary in the teaching practice.