A Study On Teaching Strategies Of Mathematics In Senior High School From The Perspective Of Mathematical Culture

As early as 2003,the Ministry of Education of our country emphasized the importance of mathematics culture in the Mathematics Curriculum Standard(Experimental draft)issued by the Ministry of Education of our country,and also put forward the corresponding requirements in the notice on the revision of the outline of the General College entrance examination in 2017.Mathematics culture has been paid more and more attention by the society.Because the core literacy of mathematics discipline is consistent with the forming characteristics of mathematical culture,and the mathematical culture with equal emphasis on the characteristics of liberal arts and science can make up for the serious incompatibility of present arts and science.Therefore,if the mathematics culture is regarded as a support of the core accomplishment of mathematics discipline,it will be to obtain a way to realize the quality education.Effective way.This research is based on the potential value of mathematical culture and studies the teaching strategies of high school mathematics from the perspective of mathematical culture.First of all,through literature analysis,the definition of mathematical culture concept and the definition of visual threshold,and other scholars from the perspective of mathematical culture to carry out mathematical teaching research and sorting out,found that there are more theories but less specific practices.Therefore,this article starts from the teaching content and the carrier of the presentation way,namely the textbook,takes the conic curve teaching as the example to carry on the meticulous text analysis,finds that the mathematics culture in the textbook content and the presentation form is the serious uneven result,At the same time,the results of text analysis also provide some basis for the follow-up investigation.Secondly,through the classroom observation,questionnaire survey,interview survey and statistical analysis of the survey results,Combined with the text analysis of the textbook,it is found that the actual teaching has not completed the requirements of the curriculum standard for the mathematical culture,and the setting of themathematical culture in the textbook has also become a fixture.Combined with literature research,it is found that this will lead to the students' unclear understanding of the essence of mathematics,lack of correct mathematical values,lack of interest in mathematics learning,lack of deep understanding of mathematical ideas,and lead to the development of mathematical thinking is limited and so on.On the basis of the theoretical premise of literature analysis,the solution decision of this paper is given in this paper.The main contents are as follows: the strategy of enriching mathematical cultural materials in concept teaching;the strategy of strengthening mathematical history background in the design of examples;the guiding teaching strategy of mathematical value;the teaching strategy of guiding mathematical thought;the strategy of stimulating learning interest by mathematical beauty;Enrich the strategy of mathematical cultural activities.Finally,the teaching of conic curve as a case to show the implementation of the specific strategy.This study can not only provide practical teaching strategies for the integration of mathematical culture into high school conic teaching,but also provide concrete methods for promoting the core accomplishment of mathematics discipline through mathematical culture.It also provides some suggestions for scholars studying mathematics teaching theory and some references for those who study mathematics teaching from the perspective of mathematics culture.