Research On The Method Of Mathematical Culture In Maths Teaching In High School

In China,the high school mathematics education which focus on the basic knowledge and skills has formed a tradition.However,there are also serious neglects include students’ emotional value and mathematics’ value in science,applications and humanism. In recent years,attention of math education has been given to how to permeate mathematics culture,and how to set up appropriate situations.In detail,math education should emphasis the extraction and analysis of mathematical culture information in the context of mathematics,support students the initiative and intuitive thinking space, and make the students understand the formation of the mathematics culture more clearly.Thus,teaching quality and efficiency can be gradually improved.In order to make the mathematical culture penetrate effectively into the situational teaching, we must change the view of teaching and learning,face the importance of mathematics culture and situational teaching.If teachers change the teaching idea and methods, promote the mathematics culture and situational teaching blend together better,and fully demonstrate mathematics of science value, application value and the humanistic value, math will be more real lively.By this way,teachers will enjoy teaching, and students learn to appreciate the experience and mathematics,love mathematical skills training by themselves.At last,skills will be gradually transformed into a kind of mathematical character, and become a good mathematical literacy.In this paper, literature analysis and case analysis are to be used.It defines the function of mathematical culture and situational teaching, establishes the spirit of curriculum reform of mathematics culture and the situational teaching method philosophy, summarizes several methods,weaves cases concerning situational creation and mathematical culture,provides a reference for effective teaching design and implementation of the curriculum reform,and effectively enhance the quality and efficiency of mathematics teaching. What’s more,it put forward the problem,for instance,how to design reasonable, or whether the teachers have sufficient knowledge. In addition,on account of the progress of teaching and the high teaching achievement stress that teachers have, the teaching effect and performance maybe not obvious on a short-term.As a consequence,it need us explore continuously and test for a long time.