Research On Mathematics Teaching In Senior High School From The Perspective Of Mathematical Culture

The "General High School Mathematics Curriculum Standards(2017 Edition)" gives the clear meaning and educational value of mathematical culture,and emphasizes that mathematical culture should be integrated into the curriculum content,which shows the important position of mathematical culture.Later more and more scholars carried out research on mathematical culture.However,teaching from the perspective of mathematical culture is not achieved overnight,it requires in-depth theoretical research and practical exploration,and requires the continuous efforts of front-line teachers.Therefore,this paper focuses on mathematical culture to carry out research,so as to enrich the theoretical system of mathematical culture research and strive to provide certain reference for front-line teaching.Through literature research,several research directions of mathematical culture and specific research results are known,and the research topics of this paper are determined: research in teaching.Since there are many contents of high school mathematics courses,after comprehensive consideration,the main line of function is selected for key analysis.At the same time,in the process of reading and combing the literature,determine the research question: How to reflect the mathematical culture in the textbooks and college entrance examination questions? What is the specific role?What is the current situation of infiltrating mathematical culture in high school mathematics teaching? How to effectively penetrate mathematical culture? How to approach instructional design from the perspective of mathematical culture?Based on these,the relevant literature is purposefully consulted and the theoretical basis and research ideas of this paper are determined.Firstly,exploit the mathematical culture in the textbook(the main line of function)and the college entrance examination questions through text research,and analyze their educational value.Then,carry out research including questionnaire surveys and interviews to understand the current situation of mathematics teaching in high schools from the perspective of mathematical culture.Later,the results of the investigation and research are presented and systematically analyzed,and the following conclusions are obtained:students’ understanding of mathematical culture needs to be improved,and their understanding of all aspects of mathematical culture is uneven,but they have a positive attitude towards mathematical culture as a whole and are willing to have more contact with mathematical culture.Teachers have a good understanding of the basic knowledge of mathematical culture,but many teachers have difficulties in obtaining mathematical culture materials,and the penetration of mathematical culture in all aspects of teaching practice is unbalanced and not deep,and a small number of teachers do not know how to effectively penetrate mathematical culture;There are many factors that affect the penetration of mathematical culture,so in order to effectively infiltrate mathematical culture,many efforts are required: the support of schools,the leadership of experienced teachers,the unremitting exploration of young teachers,and the common practice and reflection of all teachers.Based on the above conclusions,explore strategies to effectively penetrate the mathematical culture,accompanied by examples: establish a scientific view of mathematical culture;multi-channel access to mathematical culture;infiltrate diverse cultural content;multi-stage penetration of mathematical culture;multi-form penetration of mathematical culture;multi-level penetration of mathematical culture.Finally,in order to apply the above strategies to the process of lesson preparation and class attendance,the process of teaching design from the perspective of mathematical culture is explored: by textbook analysis,exploit mathematical culture in textbooks;access materials to understand relevant mathematical culture;analyze the learners’ situation and select the appropriate cultural content;formulate teaching objectives,and determine the level of cultural penetration;Select pedagogical means,and determine the form of cultural infiltration;design the teaching process and determine the stage of cultural penetration;design board-writing,and determine whether cultural content needs writing on blackboard.Then,based on the above strategies and teaching design process,a special topic course on mathematical culture related to sequence of number is developed and put into practice.