Strategy Research On The Integration Of Chinese Mathematical Classics Into Contemporary Primary School Mathematics Teaching

As one of the ancient civilized countries,our country has a profound Chinese culture,including the vast and complicated ancient math books.The ancient Chinese mathematics classics are the unique civilization achievement created by the Chinese nation in the course of historical changes and cultural exchanges,and a historical witness of the continuous inheritance of Chinese civilization.Since the 18 th National Congress of the Communist Party of China,General Secretary Xi Jinping has issued a series of important statements on inheriting and promoting China’s excellent traditional culture;the Central Committee of the Communist Party of China,the State Council and relevant ministries and commissions have issued a number of policy documents on the protection and utilization of ancient books and the teaching of traditional culture;“Compulsory Education Mathematics Curriculum Standards(2022 Edition)”It is also proposed to integrate the excellent traditional Chinese culture into the curriculum as a theme.From this point of view,integrating the content of mathematical classics into primary school mathematics teaching is a positive move to respond to the call and add color education,which should be paid attention to.Based on the teaching value of the content of mathematics classics,the curriculum content of mathematics at the primary school stage,the psychological characteristics of primary school students in mathematics learning,and the relevant requirements in the“Compulsory Education Mathematics Curriculum Standards(2022 Edition)”,combined with three front-line experts with senior professional titles and Based on the review opinions given by two professors of curriculum and teaching theory in colleges and universities,the content of mathematics classics suitable for primary school students in all grades is selected.And under the guidance of experts,a self-compiled questionnaire based on the teacher’s perspective and a teacher interview outline were formed.Investigation and analysis of 5 aspects of teachers’ understanding,teaching status,teaching needs,teaching necessity and teaching suggestions,The interview revolved around “What do you think of the Chinese mathematics classics in the mathematics textbooks? ” “How do you use these contents in the textbooks? ” “How is the classroom effect after you use these contents? ” “What other ideas do you have for the future teaching of Chinese mathematical classics? ” These four questions are discussed.The investigation found,it is concluded that the main factors affecting the teaching of mathematics classics are as follows: First,the content of mathematics classics is not assessed in any form in each grade and elementary school,and students and teachers have weak awareness of traditional cultural inheritance;Second,there are no clear instructions in the various policy documents on what kind of mathematics classics to infiltrate,to what extent,when to infiltrate,and how to infiltrate;Third,teachers have limited reserves of mathematics classics.There is also a lack of corresponding materials in textbooks and teachers’ books,and the teaching is mostly limited to the existing classics in textbooks,which are relatively fragmented,incomplete and unsystematic;Fourth,teachers have limited teaching energy and do not have time to consult mathematics classics in depth.It is limited to the “stuffing”of the content of “did you know”,and the evaluation of teaching effect is only focused on the interest of students;Fifth,there is a lack of evaluation standards and assessment mechanisms for the teaching effect of mathematics classics.The teachers’ visions and teaching suggestions for future teaching are also based on the above content.Based on the analysis results,it is recommended to reflect the position of cultural infiltration and lay the common cultural self-confidence of teachers and students;encourage the excavation of the content of classics to enrich the cultural connotation of the mathematics classroom;form the path of activity experience and promote students’ knowledge construction;aim at the leading links of evaluation and analyze the effect of practical education.