Research On Strategies Of Mathematical Culture Into High School Stereo Geometric Teaching

The General High School Mathematics Curriculum Standard(2017 Edition)has emphasized that mathematics culture should be integrated into mathematics teaching activities for many times.The new high school textbooks have added content about mathematics culture.In recent years,mathematics culture has been involved in the national and local college entrance examination questions to varying degrees.In the course of teaching,the theory and practice are out of track,the educational policy on mathematical culture requirements and the current situation of students urgently need to improve,improve students' mathematical literacy,which is not only the new curriculum standards in the examination of students,but also for teachers to improve their own quality and teaching skills requirements.This research is based on the author's three years of front-line teaching experience in senior high school.In the actual teaching process,the author understands that schools,teachers and students only pay attention to the learning of knowledge and the study of exams and examination questions,but do not pay enough attention to the infiltration of mathematical culture in the classroom.The main research problems of this paper are :(1)through the questionnaire to understand the current situation and problems of mathematical culture into high school solid geometry;(2)According to the results of the questionnaire survey and the author's actual teaching experience,taking solid geometry as the entry point,the author proposes strategies for the infiltration of mathematical culture into senior mathematics teaching;(3)Take prism,pyramid and prism platform as the content of 8.1 Basic Solid Graphics,and verify the effectiveness of the strategy through comparative experiments.This research mainly adopts three kinds of research methods,first of all,through literature research is widely collected materials,shows that mathematical culture into the high school mathematics teaching practice research background and research significance,an overview of the current research situation at home and abroad of mathematical culture,in high school mathematics three-dimensional geometry in the curriculum standards,textbooks,the college entrance examination mathematics cultural knowledge in the topic.Secondly,through the questionnaire survey method,based on the reference of multiple questionnaires,the design of two aspects of the questionnaire for students and teachers,in Zhoukou Xihua No.1 High School within the questionnaire survey,to understand the current situation of mathematical culture into high school solid geometry teaching.Then according to the results of the investigation to the solid geometry part as the entry point of the mathematics culture into the whole high school mathematics teaching put forward the corresponding strategy.Finally,the use of experimental research method,to "High school Mathematics Required volume 2(novice teaching A version)" chapter 8 solid geometry first class as the content,reference to excellent cases for teaching design.The teaching was carried out in two experimental classes,A and B,to observe the students' reaction in class,the state of discussion and the situation of answering questions.Finally,the teaching effect was analyzed through the test.On the basis of data analysis,this study gives strategies for integrating mathematical culture into high school mathematics classroom.Frontline teachers can take published mature teaching designs as the basis,modify them according to class conditions through communication,and form their own teaching methods after class by combining with peer suggestions and self-reflection.The integration of mathematical culture into high school mathematics classroom needs the cooperation of schools,teachers and students.The main research strategies are as follows:Suggestions at the school level :(a)establish and use the school resource library;(b)Purchase of materials and facilities related to mathematics;(c)Increase the opportunities to exchange and train mathematical culture inside and outside the school;Suggestions from the Teachers level :(a)to extensively accumulate mathematical cultural materials for the purpose of teaching;(b)improve the ability of courseware making by various means;(c)Improve teaching through peer assistance;Suggestions from the student level :(a)the teacher arranges the student group to check the mathematical cultural knowledge before class;(b)Share mathematical cultural knowledge through "little mister system" in class;(c)Consolidate students' mathematical cultural knowledge through mathematical cultural activities after class.