Research On The Strategy Of Permeating Chinese Excellent Traditional Culture Education In Primary School Mathematics Teaching

Chinese excellent traditional culture has a long history,is extensive and profound,and embodies the Chinese nation’s spiritual pursuit of unremitting self-improvement and the enduring spiritual wealth.With the continuous improvement of the degree of globalization,in the process of multicultural integration and collision,Chinese culture has also been impacted to a certain extent,and it is urgent to educate the traditional culture of young students.In 2014,the Ministry of Education issued the Guidelines for Improving the Education of Excellent Traditional Chinese Culture,which clearly proposed that the system of excellent traditional Chinese culture and education should be integrated into the curriculum and textbook system.In January 2021,the promulgate of the Guide to the Application of Excellent Traditional Chinese Culture in the Curriculum and Textbooks of Primary and Secondary Schools put forward more specific requirements for primary and secondary schools to strengthen the education of excellent traditional Chinese culture.The infiltration of Chinese excellent traditional culture education in primary school mathematics teaching,on the one hand,is conducive to the inheritance and promotion of Chinese excellent traditional culture,on the other hand,through the "education" function of traditional culture education,can better promote the realization of mathematics education and teaching objectives.Through combing the existing literature,it is found that there are few literature researches on the connection between mathematics teaching and traditional culture education,and most of them stay at the theoretical level of macroscopic discussion,and there are few specific researches based on the current situation investigation.Based on this,the author firstly sorts out the central guiding ideology and core content of the "Guidelines" and "Guidelines" for the penetration of traditional culture education in the primary school mathematics curriculum,and sorts out the traditional culture education part in the textbooks of the fifth and sixth grade primary mathematics in the PEP edition.Secondly,through the questionnaire survey,interview and classroom observation conducted in X Primary School in Hangzhou,the author understood the current situation of the penetration of traditional culture education in the mathematics teaching of X Primary School in Hangzhou,and found the following problems: First,the specific implementation was deviated and the teaching of teachers was not organized;Secondly,the teachers’ infiltration consciousness is weak and they lack the initiative of traditional culture education.Third,teachers lack of traditional cultural literacy,it is difficult to effectively penetrate;Fourthly,infiltration formalization and cut-scene are serious,and the educational effect is greatly reduced.While facing the realistic predicament is the result of interaction of many factors,including traditional education concept entrenched the perception level of reason,also have the school teaching management does not reach the designated position of management level,the influence of both teachers’ teaching level of resources caused by less reference resources,also have on both the thinking pattern of teaching literacy level teachers,Reasons why it’s hard to get out of your comfort zone.In making analysis to practical difficulties and influence factors,on the basis of the author tries to teachers,teaching and school three aspects to put forward specific policy Suggestions: First,teachers should break the stereotype of thinking,change the concept of traditional culture education,including walking out of the misunderstanding,fully understand and accept the traditional culture education,bold attempt,sets up the traditional culture education’s self-confidence,to overcome the inertia,out of the traditional culture education "comfort zone" three aspects;Second,improve skills,realize effective permeability of the traditional culture education,including to dig deeper into the teaching material,traditional culture education seepage,relying on the teaching content,making a combination of traditional culture education in the mathematics classroom teaching penetration,connect students experience,realize the traditional culture,mathematics teaching experience with students three linkage and rich form,traditional culture education permeate various form four aspects;Third,the school give full support,guarantee the effective implementation of the traditional culture education,including organizational learning relevant guidance documents,clear specific requirements for the traditional culture education,to carry out the relevant training and lectures,improve teachers’ traditional culture accomplishment,build a community of teachers,improve teachers’ teaching organization and improving the teaching supervision system,increase the traditional culture education level evaluation four aspects.