Analysis Of The Comprehensive Application Of Mathematics Culture In The Mathematics Of The College Entrance Examination

With the deepening of the research on mathematics culture and the advancement of basic education reform in China,"mathematics culture" has become one of the disciplines of mathematics in the College Entrance Examination Evaluation System.The penetration of mathematics culture in the mathematics examination questions of college entrance examination mathematics test is conducive to guiding teachers and students to pay attention to mathematics culture,to experience the scientific spirit and rational value of mathematics and to feel the humanistic connotation of mathematics,and to improve the quality of educating people in mathematics courses.With reference to the theoretical study of mathematical culture characteristics in college entrance examination mathematics test,and combining with the teaching practice,this paper constructs a comprehensive utilization degree model of mathematical culture in college entrance examination mathematics test,which provides a new idea for the analysis of mathematical culture in college entrance examination mathematics test from the perspective of quantitative evaluation.This model involves five elements of "integration of test questions,combined knowledge content,level of thinking training,values of mathematics education,and student behavior expectations",and each element is divided into different levels.The model is applied to compare the comprehensive application degree of mathematics culture in the national college entrance examination mathematics volumes I,II and III from2016 to 2020.It is found that the national volume I is the highest,the national volume II is the second,and the national volume III is the lowest.The characteristics of the application of mathematics culture in the mathematics test questions of the college entrance examination in the past five years are mainly as follows:(1)The test questions involving the mathematics cultural background are mainly based on real life,combined with a single knowledge point to examine the student's subject knowledge,and integrate the history of mathematics and humanities.The questions are too few.(2)Although mathematics culture is more integrated into the test questions in an "inseparable" way,the mathematics and cultural test questions of the college entrance examination in the past five years have more emphasized the value of mathematics tools and the level of simple thinking training;although the students' understanding and application are emphasized Mathematics knowledge,but it is still lacking in requiring students to analyze problems in order to strengthen the logical quality of their mathematical thinking.(3)The test questions basically meet the basic examination requirements of the mathematics culture of the college entrance examination evaluation system,but overall,the integration of mathematics culture and the college entrance examination questions is not appropriate.The research results show that the application level of mathematics culture in the mathematics test questions of the college entrance examination needs to be further improved.The suggestions for the test problem setting are: fully integrate into the history of mathematics,convey cultural values,and demonstrate the essence of mathematics;closely integrate with real life and pay attention to the math test Comprehensiveness,improve students' behavior expectations;optimize the distribution of mathematics culture,and present natural and rich "cultural" test questions.The corresponding teaching strategies are: teaching methods,penetrating ideas,and improving students' academic literacy;creating situations and integrating reality to meet the needs of students' learning and thinking development;reviewing history,appreciating the beauty of mathematics,and stimulating students' interest in learning and innovation.