Research On Strategies Of Improving The Quality Of Mathematics Teaching In Senior High School From The Perspective Of Mathematics Culture

In recent years,with the deepening of the basic education curriculum reform,the study of mathematics increasingly emphasizes the core qualities of mathematical abstraction,logical reasoning,mathematical modeling,mathematical operation,intuitive imagination,data analysis and so on.Obviously,the acquisition of these qualities can not be separated from the influence of mathematical culture.Based on this understanding,mathematics culture has been widely concerned in the field of mathematics education in China.However,most of the current academic research on mathematical culture is still in the academic level of theoretical debate,for how to integrate mathematical culture into the practice of mathematics teaching and serve the improvement of teaching quality,the relevant research is obviously insufficient.Fun though mathematical culture knowledge,help for mathematics teaching is obvious,but limited by the shortage of the quality of teachers’ knowledge,the lack of teaching materials,teaching evaluation system of the single and so on various aspects reason,makes the mathematical culture in the high school mathematics teaching practice more in the "food tasteless,abandon a pity" awkward status.It is based on the careful observation of this phenomenon that the author decided to make a thorough study of this problem and write a paper on it.In the process of research,the first step is to sort out the classical theories of pedagogy and the theoretical concepts of mathematical culture again,so that the subsequent analysis and research of this paper can stand on a solid theoretical basis.The second step is to analyze the content and form of the integration of mathematical culture into high school mathematics teaching.Combined with the latest changes in high school mathematics teaching materials and the latest dynamic proposition of the college entrance examination of mathematics,the necessity and feasibility of the integration of mathematical culture into high school mathematics teaching are demonstrated by the method of empirical research.The third step is to obtain first-hand information about front-line mathematics teaching through carefully setting up questionnaires for students and teachers.Through summarizing and sorting,we can understand teachers and students’ mastery of mathematical cultural elements,application status and emotional attitude in the real teaching process.Fourth,according to the theoretical analysis and the information obtained from the investigation and research,this paper puts forward some strategic suggestions on how to better integrate the mathematics culture into the mathematics classroom,and on this basis completes a classroom design about the "hyperbola" knowledge learning.Finally,in the fifth step,this paper summarizes the findings obtained from the research,the enlightenment obtained from the research,the limitations of the research,and the direction of future work.