The Infiltration Of Mathematical Culture In High School Mathematics Education

The standard of high school mathematics curriculum clearly states that the cultural value of mathematics should be reflected in the teaching of high school mathematics.The 2017 college entrance examination syllabus also clearly stated that"mathematical culture"should be considered as an inspection requirement.Thus,"Mathematical culture"has caused widespread concern.More and more people are devoted to the study of"mathematical culture".High school as an important stage in learning mathematics,infiltrating mathematics culture in high school classrooms is more important.However,in the context of high school learning burden,intense teaching content,and"single score theory",teachers do not pay attention to mathematics culture in class,or don't know how to infiltrate"mathematical culture" in the classroom.At present,the research on mathematics culture at home and abroad emphasizes theory,and the research field mainly involves the theoretical advice of university professional courses or theoretical advice for high school mathematics,did not give reasonable and specific advice to high school teachers,make it diff-icult for high school teachers to implement.This article is based on the theoretical results of the predecessors,combining my teaching practice with the current situation of high school teaching.Summarize the method of infiltrating mathematics culture in high school classroom,and put forward several cases to illustrate.hope to provide help and inspiration to frontline teachers.This article is divided into 4 parts.The first part is the introduction,Mainly introduce the background and value of the research and related concepts of mathematics culture,to provide the theoretical basis for thesis research.The second part is the application and embodiment of mathematics culture in high school mathematics,including the mathematical culture contained in the course content and the college entrance examination,intended to illustrate the importance of mathematical culture,and instructing teachers to infiltrate mathematics culture in the classroom.The third part provides methods and strategies for infiltrating mathematics culture in the classroom and sources of materials that reflect "mathematical culture",to help teachers prepare lessons.Then provide two teaching cases,to help high school teachers better understand how to infiltrate mathematics culture in the classroom,and provide first-line teachers with practical possibilities.The fourth part is reflection and deficiency.Hope that the research on this topic can continue to be deeper and provide more powerful support for research.Through the research of this paper,make me have a deeper understanding and understanding of "mathematical culture".Deliberately increaseing the content of"mathematical culturet"in the process of preparing lessons and lectures makes students'enthusiasm significantly improved,classroom effects are also growing.I hope this article can provide a powerful help to teachers in the front line of teaching.