Research On The Senior High School Geometry Teaching Design Based On Mathematics Culture

In recent years,the educational value of mathematics culture is increasingly prominent.Therefore,the voice of mathematics culture into the classroom is more and more loud.The General Curriculum Standard(2017 Edition,2020 Revision)crearly proposes that ‘high school mathematics curriculum should pay attention to the infiltration of mathematical culture'.Geometry is the core content of high school mathematics curriculum,bearing rich cultural education resources.However,students are required to have a high understanding ability.Digging mathematical culture in geometry curriculum can not only help students understand knowledge,but also develop their core accomplishment.It can be seen that it is feasible to integrate mathematics culture into geometry curriculum teaching in senior high school.This study aims to implement mathematics core literacy by integrating mathematics culture into geometry teaching design of high school.For this purpose,two research questions are set:(1)How about high school geometry teaching design based on mathematics culture?(2)How about the effect and reflection of teaching design based on mathematics culture? This study takes ‘Curve and Equation' and ‘The standard equation for hyperbola' as examples,and adopts text analysis method,case study method,experiment method,classroom observation method,video analysis method and interview method.First of all,the teaching designs of high school geometry by current front-line teachers are collected,and the characteristics of teaching design about high school geometry by current front-line teachers are summarized.Three characteristics of teaching design in this study are analyzed and formulated,which are different from others: In design,combination of and out of the classroom learing.In terms of content,mathematics culture is integrated in many ways.In the implementation,supporting and releasing are combined.On this basis,the teaching plan is designed.Then the teaching plan is implemented,and the implementation effect of the teaching plan is analyzed through classroom observation,classroom recording and teacher interview.Finally,on the basis of teaching implementation and effect analysis,the teaching plan is introspected,and the implemented teaching plan is improved and perfected.Through the research,the following conclusions are drawn.(1)Adding the teaching link of pre-class guidance is more beneficial to the geometry teaching based on mathematical culture.(2)The teaching method of ‘combination of supporting and releasing' is more conducive to the geometry teaching based on mathematical culture.(3)It is better for students to understand the essence of knowledge by integrating mathematical culture in multiple ways.(4)It is more beneficial to realize the unity of knowledge and action to integrate mathematics culture into high school geometry teaching.Therefore,the following suggestions are made.(1)Teachers should seek more ways to guide learning and promote geometry teaching with mathematical culture.(2)Teachers should analyze the situation of students and mathematical culture to promote geometry teaching.On this basis,the teaching requirements of mathematics culture and mathematics core literacy in the new Curriculum standard should be better implemented.