Research On Mission Design Of Integrating Mathematics Culture Into High School Mathematics Classroom

The educational value of mathematics culture and mathematics culture education have been widely concerned by mathematics education circles at home and abroad in the past thirty or forty years.The mathematics curriculum reform in China since the 21 st century has also put forward clear requirements for this.A large number of facts have proved that a person's development is inseparable from the nourishment of culture,and mathematics culture education helps to promote the strategy of cultural power.Classroom is the main position of teaching.The reasonable infiltration of mathematical culture in mathematics classroom teaching not only helps to expand students' knowledge horizon,enhance students' cognition of mathematical culture,cultivate students' emotion of mathematical culture,enhance students' sense of identity with mathematics,and then generate and maintain their interest in learning mathematics,and constantly improve their mathematical cultural literacy,At the same time,it also provides an effective guarantee for the inheritance of mathematical culture.Mathematics task is a mathematical activity that focuses students' attention on a series of problems or a complex problem related to mathematics content.Task design based on teaching objectives is the core of mathematics education.The acquisition of mathematical literacy is inseparable from the design and implementation of high-level mathematical tasks.In classroom teaching,students' mathematical thinking and quality are developed in the process of dealing with a series of related problems.Teachers regard the cultivation of students' cultural literacy as the ultimate goal of task design.According to the teaching objectives and students' cognitive level,teachers propose specific tasks,establish specific learning situations for students,guide students to carry out activities around the completion of tasks,and encourage students to complete learning tasks by means of autonomy and cooperation,So as to obtain the active construction of knowledge and form their own cultural literacy.Mathematical task is a good carrier of mathematical culture.Integrating mathematical culture into mathematical task is more conducive to the achievement of students' three-dimensional training objectives.But in the actual teaching,the present situation of the infiltration of mathematics culture into mathematics classroom is not ideal.On the one hand,the front-line teachers' understanding of mathematical culture is too simple.They think that mathematical culture is only limited to the history of mathematics and ignore the instrumental value,humanistic value and educational value of mathematical culture.On the other hand,in the front-line mathematics classroom teaching practice,teachers still have problems on how to effectively infiltrate mathematics culture.How can we make mathematics culture integrate into senior high school mathematics classroom reasonably and effectively? This is an urgent problem to be solved.Based on Bruner's view of educational culture,constructivist learning theory,zone of proximal development theory and Smith Reagan instructional design model,this study explores the theory and practice of high school mathematical task design integrated with mathematical culture,This paper puts forward the concept,principle and characteristics of mathematical task design integrated with mathematical culture.At the same time,it illustrates how to better integrate mathematical culture into mathematical task design according to three situations: "integrating mathematical history in the introduction of New Courses","infiltrating mathematical thought in the teaching process" and "connecting with life situation in mathematical application".Finally,using the method of educational experiment,taking the task design of "cosine theorem","sum of the first n terms of arithmetic sequence" and "Application of simple linear programming" as examples,the task design teaching integrating mathematical culture is implemented for the students in the experimental group.Through the horizontal comparison between the experimental group and the control group,it is found that the students in the experimental group are significantly higher than the students in the control group in mathematics learning performance and learning interest.The vertical comparison also shows that the students' learning interest and learning achievement after the experiment are significantly higher than those before the experiment.