Analysis Of New College Entrance Examination Mathematics Culture Test Questions And Research On Teaching Practice

With the development of the New Curriculum Reform,more and more people begin to pay attention to the mathematics culture and give full attention to its important value in high school mathematics teaching,and then scholars start to research.Although the proportion of mathematical culture questions in the college entrance examination is gradually increasing,at the present stage of high school teaching,mathematical culture is still not paid attention to.Teachers' and students' awareness of mathematical culture is still relatively weak.What are the characteristics of the mathematics culture questions in the new college entrance examination? How does the teaching of mathematics culture influence students' academic performance,learning interests and mathematical literacy? These problems still need to be studied in depth,which has become the entry point and the research topic of this thesis.This research is mainly carried out through literature analysis,questionnaire survey,interview method and experimental research.First,by means of reading and considering the relevant literature,the main research questions are determined;Then,after sorting and classifying the mathematics culture questions in the new college entrance examination,I have analyzed the characteristics of each test questions separately and given the corresponding test preparation tips.In addition,having designed the student questionnaire and the interview outline,I carefully selected the suitable experimental subjects and started the questionnaire survey,and then according to the certain teaching principles and strategies,I started the teaching experiment in one of the high schools in Jiangsu.From the results of the experiment,I reached the conclusion on how the teaching of mathematics culture influences students' academic performance,learning interests and mathematical literacy.Finally,on the basis of the research results,suggestions are made.The main conclusions of this study are as follows:(1)The new college entrance examination questions of mathematics culture can be divided into three categories: direct reference,reasonable adaptation and innovative design.From the point of view of question type,most of them are explicit multiple choice questions.From the perspective of background,it covers many aspects such as mathematics history,mathematics beauty,mathematics and life.From the point of view of knowledge,it involves Probability,Function,Geometry,Inequality and many other contents,covering a wide range.(2)When teachers integrate mathematical culture into daily teaching,they should follow the principles of moderation and proper amount,and the integration strategies are varied: teachers can integrate mathematical culture into teaching either through the introduction of problems,or through the explanation of the theorems and the concepts,In addtion,through the exercises.The high school teaching that integrates the mathematics culture can effectively improve the students' mathematics academic performance,stimulate the students' learning interests and enhance the students' cultural literacy.(3)The integration of the mathematical culture into the teaching requires long-term cooperation in various aspects-high school administrators should attach great importance to mathematical culture,front-line teachers should try to practice,students should pay attention to accumulation,and normal universities should implement mathematical culture education.Through the multi-pronged efforts to start the mathematics culture teaching,students' mathematical cultural literacy can be cultivated.