| Mathematics itself is a culture.With the promulgation of the "General High School Mathematics Curriculum Standard" and the Advancement of the new curriculum reform,the cultural values and educational functions of mathematics have been recognized and concerned by many experts and scholars.The new curriculum standards point out that mathematical culture refers to the thought,spirit,language,method,viewpoint of mathematics,and their formation and development;It also includes the contribution and significance of mathematics in human life,science and technology,and social development,as well as human activities related to mathematics.As front-line teachers in education,we should keep pace with the times.As pioneers of reform,we should respond positively to the basic idea of "cultivating morality,developing quality education,and promoting the achievement of students’ core literacy level in mathematics subject".However,due to the utilitarianism of today’s education,mathematics is misinterpreted as a cold symbol and theorem;empty problem-solving skills and other test abilities,so quality-oriented education turns into empty talk.On the other hand,in the face of more and more high school arts and physical education students who regard mathematics as a "flood and beast",we have to face it again,seriously think about the ultimate goal of mathematics education and the means of implementation,investigate the current situation of mathematical culture teaching of high school arts and physical education students and do research on the countermeasures.It is hoped that by exploring deeply the mathematical and cultural materials of the textbooks,realizing the cultural functions of them,vividly demonstrating the value of mathematical culture in class,creating a strong classroom cultural atmosphere,the arts students can truly grasp the essence of mathematics and improve their mathematical literacy.It also promotes the achievement of students ’core literacy level in mathematics.The thesis is divided into five chapters:Chapter one: Introduction.It mainly summarizes the research background,researchsignificance and research methods,as well as the innovation points of the topic.Chapter two: literature review.Firstly,it explains the connotation of mathematical culture,and then summarizes the relevant theoretical knowledge of mathematical culture teaching based on the theory and practice of the predecessors with the help of a lot of literature researches.The value of mathematical culture and the significance of teaching mathematical culture in class of high school arts and physical education students are expounded as well.Chapter three: empirical analysis.The investigation is carried out based on the following three aspects:(1)teachers’ understanding of mathematical culture and the constraints on the development of mathematical culture teaching;(2)The degree of understanding and response of the arts and physical education students to mathematical culture;(3)The status quo of teachers ’implementation of mathematics and culture teaching in class.It focuses on investigating the current situation of mathematical culture teaching in high school arts and physical education students,and then analyzes the main factors that affect mathematical culture teaching: 1.Teachers do not fully understand "mathematical culture";2.The mathematical and cultural materials in the textbooks are virtual;3."mathematical culture" is misunderstood by arts and physical education students;4.Quality-oriented education is affected by further education;5.Teaching evaluation is not perfect.Chapter four: countermeasure research.According to the results of investigation,the author combines the specific teaching contents and methods in the teaching process to explore the countermeasures.1.Improve teachers’ mathematical literacy and update their educational concepts;2.Fully explore the mathematical cultural materials in the textbooks and make propen use of them;3.Reflect the cultural value of mathematics in class and deepen the students’ understanding of the essence of mathematics;4.Infiltrate mathematical thinking in the teaching process,and improve students’ mathematical literacy;5.Develop mathematical composition writing.Chapter five: research conclusions and reflections.This study shows that teaching mathematics culture in the classroom of high school arts and physical education students is an effective way to improve students ’mathematics literacy,develop students’ mathematics core literacy,and promote students ’quality education.However,any reform will not be achieved overnight.In the future,we must continue to work hard. |
