Investigation On The Integration Of Mathematical Culture Into Primary School Mathematics Teaching Under The Guidance Of Moral Education And People Cultivation

To be a good job in raising people through virtue,we must pay attention to the important role of cultivating and educating people by virtue.Moral education and people cultivation is not only a unique branch of moral education,but also the blooming of various disciplines.Mathematics,as the main subject of school education,should be taught in strict accordance with the requirements of moral cultivation.Mathematical culture not only has the function of inheriting knowledge,but also has the function of educating people.The reference of mathematical thinking,the inspiration of mathematical philosophy and the penetration of mathematical spirit all have influences on our general quality.It is an important platform and effective carrier to advocate moral cultivation and to promote excellent traditional Chinese culture.The humanistic value contained in it and the connotation of the “six efforts” of moral cultivation fit each other.In this paper,starting from the “six efforts”,combined with the characteristics of mathematical culture and education function,considering the actual classroom teaching,the study of mathematical culture tends to its educational functions,mainly studies how to infiltrate the part of mathematical culture that conforms to the requirements of moral education in the elementary school mathematics classroom,to help teachers’ educational teaching,so that teaching and education to proceed simultaneously.Make full use of mathematical culture for the promotion of quality education that to enrich students’ math learning,which makes teachers and students realize that the learning of mathematics is not only a calculation,but also contains rich humanistic and rational spirit,by knowing mathematics to understand mathematics,and to fall in love with mathematics,which makes the mathematical culture of students’ emotional attitude values stand out.Based on the literature review in the early stage,the study made statistical analysis of presentation mode and content distribution of mathematical culture in the textbook of primary school mathematics,analyzed its main characteristics.By conducting questionnaires on teachers and students of grade 4 to grade 6,combined with the teachers’ interview and classroom observation,so as to understand the status quo of teachers’ understanding of mathematical culture in mathematics teaching and the impact of mathematics culture on the humanities of teachers and students.By visiting experts in mathematical culture to ask them for advice and opinions in order to be inspired by the integration of mathematical culture into work.Through the above research,it’s found that there’re the following problems:(1)Teachers’ understanding of the upright structure is biased;(2)Teachers and students have low level of mathematical literacy;(3)Teachers and students are relatively ignorant of the functions of mathematical culture;(4)Mathematical knowledge is isolated from mathematical culture and it is difficult to establish a connection;(5)Teachers’ mishandled the relevant problems of mathematics culture,resulting in a waste of time and resources;(6)Teachers are aware of the infiltration of mathematical culture,but have no action.To solve above problems,combined with expert interviews,the author started from the dominant culture of mathematical culture,excavated the recessive culture,combined with the teaching material and mathematical reality,integrated mathematics culture with students’ learning and culture cultivation as curriculum resources,teaching techniques and ways of thinking,explored the mathematical culture into the elementary school mathematics teaching corresponding strategies:(1)Sort out the dominant culture,create favorable conditions for fostering virtue(from the background,history of mathematics,mathematics anecdotes,the application of mathematics,mathematics game and mathematical beauty);(2)Dug the recessive culture,strengthen the educational path(from the thought method and the cultural function deployment);(3)Integrate cultural teaching to form a synergy of cultivation(from textbook integration,cultural street connection and form transformation);(4)Pay attention to time and methods to ensure the effectiveness of enlightenment.