| Under the guidance of the new curriculum concept,in order to actively implement cultural education and cultivate students’ core quality,more and more teachers try to integrate mathematical culture into classroom teaching.As a part of mathematics culture,Chinese traditional mathematics culture has unique educational value,and an obvious orientation of the2022 new curriculum standard is to strengthen the construction of Chinese excellent traditional culture.However,the current research on the integration of traditional Chinese mathematics culture into classroom teaching is mostly theoretical research,and there is still a lack of targeted and mature lesson study under this theme,especially the lesson study on the specific unit of primary mathematics.Therefore,taking the specific unit of primary school mathematics as an example,how to effectively integrate the traditional Chinese mathematics culture into classroom teaching and give full play to the educational value of the traditional Chinese mathematics culture has become a topic worthy of discussion.This study selected the unit of polygon area in Volume I of elementary school mathematics for example study,including the area of parallelogram,triangle,trapezoid and combined figure.On the basis of existing research and interviews with teachers,the study learned about the current situation of the integration of traditional Chinese mathematics culture into primary school mathematics classroom teaching,and provided a basis for the next lesson study.In the case study,first of all,the teaching materials,learning situation,unit teaching objectives and key and difficult points were analyzed,and the traditional Chinese mathematical culture related to the area unit of polygon was collected and sorted out,and the relevant data collected were screened and applied according to the actual situation,and then the area unit of polygon was designed and implemented to integrate the traditional Chinese mathematical culture into the classroom teaching.After the implementation of the course,random interviews were conducted with students in the teaching class to provide feedback,and teaching was reflected and summarized based on lesson study questions.From students’ classroom performance and feedback results,it can be seen that effectively integrating traditional Chinese mathematical culture into the classroom has a good educational effect,which will have a positive impact on students’ cognitive and emotional attitudes.Finally,based on the actual teaching implementation and the actual situation,suggestions for improving the integration of traditional Chinese mathematical culture into primary school mathematics classroom teaching are proposed from three aspects: teachers,teaching,and schools.This includes increasing teachers’ understanding of the integration of traditional Chinese mathematical culture into classroom teaching;teachers should improve their teaching and reasonably integrate into traditional Chinese mathematical culture;the school strengthens guidance and promotes the integration of traditional Chinese mathematical culture into the classroom. |
