A Survey On The Current Situation And Countermeasures Of The Infiltration Of Mathematics Culture Teaching In Junior High School Mathematics Classrooms

"Junior middle school mathematics curriculum standard of compulsory education" mentioned that mathematics culture is an important component of mathematics textbooks,which needs to be reflected in the whole textbook content.In order to promote and strengthen students' understanding of the role of mathematics in the progress of science and technology,strengthen the initiative of mathematics learning,learn mathematicians' rigorous attitude towards learning,and experience the aesthetic elements contained in mathematics.This provides the basic policy support for the infiltration of mathematics culture in junior middle school classroom,and provides the system guarantee for the development and practice of mathematics culture.As for the reform of mathematical culture,the ultimate goal will inevitably be focused on the mathematics classroom.How to integrate the mathematical culture into the junior middle school classroom with ease requires an overall method and strategy,which requires our research and discussion.Through the investigation of the teachers and students of Hohhot No.6 middle school,it is found that the students have some knowledge of mathematics culture,but their mastery of mathematics culture has only reached a very simple level,which needs to be further improved in order to obtain the positive promotion of culture and improve their knowledge system through mathematics culture.Teachers have different degrees of integration of mathematical culture in the classroom,and can identify the positive guiding role of mathematical culture for the mathematics classroom and for junior high school students.Teachers' mastery of the ways and methods of cultural infiltration in junior high school mathematics classroom is not comprehensive enough,and the access to cases is not rich enough.Most of them learn from each other according to their own years of accumulation and colleagues,which makes it impossible for them to complete easily even if they want to carry out in-depth infiltration of mathematical culture in the classroom.Old teachers are not proficient in the use of network,which leads to less learning of mathematical culture cases in network teaching resources.In view of the above problems,three strategies are put forward: 1.Combiningstudents' familiar life examples with mathematics knowledge teaching and learning with mathematics thought method;2.Highlighting practical application value in teaching,so that students can understand the practical significance of mathematics;3.In teaching,interleaving the stories of mathematicians who have made contributions to mathematics,so that students can feel the personality charm of mathematicians.Taking Hohhot No.6 middle school as an example,this paper makes an empirical study on the Infiltration Strategy of mathematical culture through the combination of questionnaire and discussion,and demonstrates its effectiveness.It is found that students' familiarity with mathematical culture is significantly improved,and with the improvement of learning interest,knowledge points can be better mastered.The teachers gave good feedback,all of which indicated that they had gained a lot,saved the time to maintain the classroom order,remind the students to doze off in class,and improved the enthusiasm of the students in class.Finally,it is proved that the Infiltration Strategy of mathematical culture has good usability.