The Investigation And Study Of The Status Of Mathematics In The Classroom Teaching Of High School Mathematics

Mathematics is an essential subject in the long history of mankind. It promoted the development of human history, maintained the social life of the mankind, and it is a fundamental tool of modern science and technology advancement. Thus the study and education of mathematics have very vital positions for students and teachers. However,after entering high school, the abstraction of mathematics, the independence of knowledge and the high density of content have caused the fear for mathematics of many students, resulting the great reduction of learning mathematics. This is a problem that has frustrated many high school math teachers and math education researchers, and to solve this problem, the integration of the history of mathematics into the high school mathematics classroom has been more widely and deeply concerned.In this paper, taking high school mathematics curriculum and mathematics teaching in Jiangsu Province as an example, this paper adopts the methods of text analysis, observation, questionnaire survey, interview and experiment (teaching practice) as the main research methods, taking Jiangsu high school mathematics classroom teaching mathematics History into the status quo as the main research content to start research. First of all, under the guiding ideology of "new curriculum standard", we will carry on a comprehensive and detailed theoretical understanding to the history of mathematics in high school mathematics classroom. Then, take the compulsory teaching material of Su education class as the text analysis template,examine the history of mathematics into mathematics teaching Happening. Then,through the analysis of lesson plans, classroom observation, questionnaires and interviews, multi-angle, multi-level high school mathematics classroom application of mathematical history of this situation in-depth comprehensive investigation and study.Then, the author combined with his own teaching experience, design mathematics history teaching and practice teaching and research, study the teaching effect, draw the corresponding conclusion. Finally, make a history of mathematics into the classroom assessment of the status quo, give recommendations, and develop problem solving strategies.The main conclusions of the study are:(1) as the carrier of teaching, teaching materials on the history of infiltration can be seen everywhere, but in the location distribution, knowledge module distribution and presentation are slightly inadequate;(2) the integration of math history can often improve the teaching effect, improve the enthusiasm of students, but teachers in the application of practical teaching less, a single application. Which reflects the teachers' emphasis on the teaching of mathematics history is not enough. This reflects the history of mathematics "high demand, low use" phenomenon.(3) Although high school mathematics teachers believe that the history of mathematics has its importance, but also know the meaning of teaching in the history of mathematics, but in the actual teaching links, rarely bring the history of mathematics into the classroom,one by the curriculum requirements and schedule The second is their own teaching habits so that they can not subconsciously mathematical history as part of mathematics teaching. Teachers generally will math knowledge and mathematical history of knowledge to separate, that teaching to distinguish between primary and secondary, the history of mathematics as a secondary knowledge, which is the main contradiction.Based on the research results, it is suggested that the necessary educational and teaching reform should be carried out, and the teaching requirements of mathematics history should be put forward from the aspects of teaching materials, syllabus and curriculum objectives, and the teaching of mathematics history should be supported by teaching equipment and teaching environment. 2. Teachers need to change the traditional teaching philosophy,attach importance to the history of mathematics and the appropriate way to apply the history of mathematics in classroom teaching.