Pre-Qin Mathematics Thought Is Integrated Into The Study Of High School Concept Teaching Design

In 2014,the Ministry of Education first proposed the term "core literacy",and the subsequent cultivation of students' core literacy has always been the focus and discussion of education reform.Core literacy is the ability of students to find problems,think about problems and solve problems in mathematics.Students' in-depth understanding and skillful use of mathematics thought is conducive to the formation of the core literacy of high school mathematics,and the concept class of high school mathematics is the basis for students to learn high school mathematics,conceptual curriculum needs to let our students "not only know it,but also know why".Therefore,the study of the historical development process of mathematics-related concepts is particularly important,and the pre-Qin mathematical thought,as a typical representative of the history of mathematical concept development,is necessary and urgent to integrate into the teaching design of high school concept courses.This paper adopts the literature analysis method,case analysis method and the actual interview,after basic understanding of the current situation and related theories about the teaching of mathematics thought into the concept course at home and abroad,the present situation and influencing factors of the integration of the pre-Qin mathematics thought into the high school concept course in Xichuan County,Henan Province,the results show that the teacher lacks the penetration of mathematical thought in the high school concept class,the students' study of the concept is more superficial,only stays on the surface of the narrative,does not know the background of the concept,the development optimization,etc.I don't know the meaning and value of learning concept,I don't understand the connotation and extension of concept enough,and I don't know enough about the mathematical thought contained in it.There are several main reasons for this phenomenon,one is that teachers' awareness of mathematics thought into teaching is relatively weak,the other is that teachers' access to mathematical historical materials is relatively limited,and the third is that the output-oriented mainly results-oriented,so the emphasis on what is taught in the teaching materials,the fourth is that the basic mathematics thought contained in the teaching materials is not obvious,there is no systematic induction,analysis and summary,and the fifth is the students' attention to mathematics thought and the lack of awareness of its use.It can be seen that the current situation of integrating mathematical thought into the concept class of high school is not optimistic.In view of the results of the survey,combined with the requirements of core literacy for students and related educational theories,the author first organized the pre-Qin mathematical thought,and combed the corresponding concepts and theories in the textbook,and finally tried to integrate it into the high school concept teaching,designing the classical concept,the concept of algorithm and the concept of derivatives three teaching fragments.In addition,after class to interview the math teacher and organize audio recordings,the student representatives also conducted the teaching effect of the interview,hope not only to the pre-Qin mathematical thought into the high school concept class to provide reference materials,but also let teachers in the preparation process to better understand the ancient mathematics thought of our country,in the course of teaching also let students feel the charm of mathematics culture,stimulate students' love of the national conditions.