Research On Teaching Design Of Integrating Mathematical Culture Into Trigonometric Function In Senior High School

Nowadays,with the gradual advancement of the new curriculum reform,the development of students' core literacy has become the direction of middle school mathematics teaching.The mathematics curriculum standard for senior high schools(2017 Edition)attaches great importance to the educational value of mathematics culture.The basic concept emphasizes: "the connection between mathematics and life and other disciplines,improve students' ability to solve problems with mathematics,and pay attention to the infiltration of mathematics culture".The purpose of this paper is to integrate mathematical culture into the teaching design of trigonometric function in senior high school.Through teaching practice,it is committed to integrating mathematical culture and mathematical teaching,realizing the combination of theory and practice,and providing reference for front-line teachers.Therefore,this study is mainly divided into the following four parts:The first part discusses the research background of this paper and expounds the research problems and methods.In the first and second chapters,using the method of literature analysis and focusing on the concept of mathematical culture,this paper discusses the relevant theoretical research of mathematical culture from the aspects of the connotation and extension of mathematical culture,the classification of mathematical culture and the value of mathematical culture.The second part,based on the relevant theories,adopts the questionnaire survey method in the third chapter.The author investigates the current situation of the integration of mathematical culture in the experimental class and the control class from three dimensions.By recovering the questionnaire and using the software analysis method,the author attribution the survey results,and comes to the conclusion that the integration of mathematical culture into the classroom has a single angle,a simple way and too few links.In the third part,using the case analysis method in the fourth chapter,the author first arranges the mathematical culture related to the trigonometric function content,and puts forward the teaching strategy of integrating the mathematical culture into the classroom by analyzing the curriculum standard interpretation,teaching materials and learning situation of the trigonometric function content.First,the introduction of mathematical culture into the classroom to provide the background of mathematical knowledge;Second,the teaching of the new course should be properly interspersed with mathematical culture to feel the cultural atmosphere;Third,properly introduce mathematical problems in the process of exploration,and experience mathematical ideas and methods;Fourth,properly introduce mathematical problems in the process of exploration,and experience the teaching strategies such as mathematical ideas and methods.The author takes "the concept of trigonometric function" as an example to carry out the teaching design and implement the teaching design.In the fourth part,in the fifth chapter,after the implementation of the teaching design,the author issues a questionnaire to the students and interviews the teachers of the internship school,and analyzes the attribution through the collected data and the interview results,Through the comparative analysis of the pre-test and post-test between the experimental class and the control class,the author draws a conclusion: the integration of mathematical culture into the classroom can improve students' learning interest,cultivate students' mathematical thinking ability,improve classroom efficiency,make students feel the educational value of mathematical culture and improve their own cultural literacy.Finally,in order to better integrate mathematical culture into the classroom,the author suggests that schools carry out more school-based courses on mathematical culture,deeply study teaching materials according to the requirements of the new curriculum standard,select the content and teaching strategies of mathematical culture according to the actual situation of students,and carry out research-based learning.It is hoped that the results of this study can provide reference for front-line teachers' teaching.