Research On Deepening Mathematics Aesthetic Teaching In Junior Middle School With Methodology

P rofessor Xu Lizhi pointed out the aesthetic problems of mathematics for the first time in China,which caused domestic scholars to study and discuss the beauty of mathematics.The beauty of mathematics is all-encompassing,including the beauty in form and the beauty in the core of thinking.It is not uncommon to study the beauty of mathematics,which embodies the charm of mathematics.Because of the physical and mental characteristics of junior high school students,integrating mathematics aesthetics into junior high school mathematics teaching can not only stimulate children’s interest,generate awareness of mathematics inquiry and develop logical intelligence,but also stimulate teachers and students’ emotional resonance and thinking resonance,thus improving the quality of mathematics classroom.At the same time,Professor Xu Lizhi also thinks in his Selected Lectures on Mathematical Methodology that mathematical method is characterized by "mainly studying and discussing the development law of mathematics,the thinking method of mathematics and the rules of discovery,invention and innovation in mathematics",which forms the concept of mathematical methodology.Using mathematical method to teach can improve the quality of mathematics teaching and cultivate learners’ mathematical foundation.Therefore,the combination of aesthetic teaching and methodology in junior high school mathematics will have a beneficial effect on junior high school mathematics teaching.Mathematical aesthetics includes beauty of language,conciseness,harmony,singularity,symmetry,innovation,analogy,abstraction and freedom.In the actual classroom,we can infiltrate aesthetic teaching for various mathematical knowledge and encourage students to form a sense of aesthetic feeling in mathematics learning and solving problems,improve their interest,make students willing to participate in the experience of the charm of mathematics,and avoid the classroom becoming a single lecture.Methodology is divided into macro and micro.Mathematical macro methodology studies the law of the emergence,formation and development of mathematics,the structure of mathematical theory,and the relationship between mathematics and other sciences.Micro-methodology studies some specific mathematical methods,especially the methods of mathematical discovery and mathematical creation,including mathematical thinking methods,mathematical problem-solving psychology and mathematical problem-solving theory,and so on.This paper mainly discusses aesthetic teaching from the perspective of specific mathematical methods.M athematical aesthetics includes beauty of language,beauty of conciseness,beauty of harmony,beauty of singularity,beauty of symmetry,beauty of innovation,beauty of analogy,beauty of abstraction and beauty of freedom.In teaching,aesthetic teaching can be carried out in different aspects.The new curriculum reform advocates paying attention to the aesthetic function is the cultural value of basic mathematics.Therefore,it is a meaningful research work to explore the aesthetic teaching of mathematics in junior middle school by using mathematical methodology.Through the investigation of the current situation of aesthetic teaching in junior high school mathematics classroom,this paper will help teachers teach better,students learn better,and further deepen the junior high school aesthetic teaching on this basis.The basic framework of this paper is:Part Ⅰ:The first part is an overview of the purpose and significance of the question,and the research situation of mathematics aesthetic teaching based on methodology at home and abroad.Part Ⅱ:The second part expounds the important essential connotation of mathematical aesthetics and aesthetic teaching,and reviews the development process of mathematical aesthetics and aesthetic teaching in our country and abroad.Besides,it reviews the development of mathematical methodology,focusing on Descartes "’Universal Discovery method’" and Polya’s "Modern Enlightenment method" and its subsequent theoretical extension;Combined with the new curriculum standard analysis of the role of mathematical methods in the actual teaching of aesthetic teaching and related requirements,this paper compares and expounds the requirements of different national curriculum standards in mathematical aesthe education.This paper introduces the combination of methodology and aesthetic education in teaching.Part Ⅲ:Combined with interviews,sample survey is used to understand the implementation of aesthetic teaching in our school from three aspects(teachers,students and schools),and to investigate whether students have better mastered th e methods and skills of solving mathematics problems with the help of aesthetic teaching.Students think that mathematics aesthetics in the classroom can be improved in what aspects,and what experiences and deficiencies do schools and teachers have in aesthetic teaching?At the same time,the representative investigators were interviewed and asked questions in order to solve the existing problems in the follow-up study.In the survey,it is found that improving problem-solving ability through aesthetics and promoting classroom teaching are the focus of teachers and students,and are also the difficulties in implementing aesthetic teaching.Therefore,examples of implementation methods will be described in the following two chapters.Part Ⅳ:Optimizing mathematical aesthetic problem solving based on mathematical methodology.According to the characteristics of mathematical aesthetic education:beauty of language,conciseness,harmony,singularity,symmetry,innovation,analogy,abstraction,mystery and freedom,this paper expounds how to embody the aesthetic problem solving of junior high school mathematics and enhance students’ interest and ability in doing problems in the teaching process from the perspective of methodology,focusing on the analysis of common practical examples in junior high school mathematics problem solving,and concretely explaining the research.Part Ⅴ:Deepening the aesthetic teaching of mathematics based on mathematical methodology.This paper analyzes the aesthetic elements in the textbook published by Su Ke,cultivates the aesthetic ideas of teachers and students,molds the beautiful image of teachers,promotes aesthetic education with multimedia technology,and jointly creates aesthetic classroom.Promote the perfection of aesthetic teaching from the above aspects,combined with the characteristics of mathematical aesthetic education:language beauty,concise beauty,harmonious beauty,strange beauty,symmetrical beauty,innovative beauty,analogy beauty,abstract beauty and free beauty,this paper analyzes the effect of aesthetic teaching in the actual classroom.Part Ⅵ:postscript:summary of the innovation of the paper;shortcomings;the direction of future efforts and the significance in teaching practice.