Mathematical Culture Is Integrated Into The Teaching Research Of High School Calculus

In order to adapt to the new education reform and realize the educational goal of high school mathematics,the general high school mathematics curriculum standard(2017 Edition)requires that mathematics culture be integrated into high school mathematics teaching.However,under the influence of traditional education methods and the pressure of entering a higher school and other factors,the actual integration effect of mathematics culture in high school teaching is not significant,and from the investigation of the current situation of high school mathematics teaching practice,it is found that the integration of mathematics culture is not too much.Some teachers do not know enough about the importance of integrating mathematical culture into high school mathematics,and they do not have rich knowledge of mathematical culture.At the same time,they lack the teaching methods of integrating mathematical culture into high school mathematics.Moreover,teachers and students have been influenced by exam oriented education for a long time,aiming at students' high scores in exams,lacking students' understanding of the value of mathematical culture in the teaching process,and cultivating students' mathematical ability,which will hinder the integration of mathematical culture into high school mathematics teaching.Therefore,how to integrate mathematics culture into high school mathematics teaching is a hot issue for middle school mathematics teachers and educators in recent years.The birth of calculus is an epoch-making achievement in the history of mathematical development,which provides important methods and means for the study of functions and variables.In recent years,the teaching of calculus has entered a new period.All countries in the world have brought calculus into high school mathematics teaching content.China has gradually brought calculus into high school mathematics teaching content since the last century.The new version of the textbook is not compiled in accordance with the traditional "limit derivative" way,but desalinates or even ignores the knowledge of limit,which can be close to the cognitive level and understanding ability of high school students.But even so,high school calculus for students is also a relatively difficult plate,students for calculus learning effect is not ideal,and in the exam,calculus is usually used as the final question to investigate students.How to make this part of the teaching content to achieve our teaching objectives,the mathematical culture into the teaching of high school calculus is a feasible method.Based on these background,this paper uses the methods of literature analysis,questionnaire survey,interview and experiment to study the following issuesQuestion 1: how do senior high school students and teachers understand mathematics culture?Question 2: the study of calculus in senior high school.Question 3: how to integrate mathematics culture into the teaching of calculus in senior high school?The main results and conclusions are as follows(1)Understanding of mathematical cultureMathematical culture refers to the thought,spirit,language,method and viewpoint of mathematics,as well as their formation and development;It also includes the contribution and significance of mathematics in human life,science and technology,social development,and the related human activities.According to the questionnaire,the students and teachers are investigated and the following conclusions are obtained1)Teachers' understanding of mathematics cultureMost teachers don't know much about the understanding of mathematics culture,which is a great difficulty for the integration of mathematics culture into high school mathematics teaching.2)The teachers' integration of mathematics culture into the classroomMost teachers are quite recognized for their role in mathematics culture,but for various reasons,the integration effect of mathematics culture in high school mathematics teaching is not very good.Although most teachers recognize the role of mathematical culture,there are not many teachers willing to try to integrate mathematics culture into the classroom.(2)The study of calculus in Senior High SchoolMost students will encounter many difficulties in the study of calculus in high school,some of them are not interested in calculus,and some can not understand the limit idea.(3)Teaching suggestions on integrating mathematics culture into calculus in Senior High School1)Some teachers don't know much about mathematics culture.It is suggested that teachers can strengthen their study of mathematics culture,understand the application of mathematical culture in high school mathematics and strengthen the study of mathematics history,which will help teachers better integrate mathematics culture into high and middle school mathematics teaching in the future teaching.2)Some teachers are reluctant to spend too much time introducing mathematics culture in class because of the tense teaching time.In view of this problem,teachers can properly grasp the proportion of teaching time between mathematics culture and curriculum content,and properly introduce mathematical culture on the premise of completing the curriculum objectives required by the school,Let students learn the relevant content of mathematics culture to the greatest extent.3)For the compilation of teaching design,teachers can insert mathematical stories and mathematics knowledge related mathematics history in the classroom according to the actual situation of the students in the class.On the premise of not affecting the teaching content,the teacher can sublimate the mathematics classroom,so as to make the classroom more active and interesting.4)The integration of mathematical culture is not only reflected in open class,but also in ordinary teaching class,so that students can realize the mathematics thought and history contained in mathematics culture,so that students can realize the mathematical spirit and beauty of mathematics.