Exploring The Path Of Integrating Mathematical Culture Into Seventh Grade Mathematical Teaching

The integration of mathematical culture into mathematical teaching is one of the directions of mathematical curriculum reform in the new era,which is reflected in both the curriculum standards and the textbooks.The integration of mathematical culture into teaching can stimulate students’ interest in mathematical learning,cultivate students’ mathematical emotion and construct efficient classroom.In this study,it’s to combine mathematical culture with unit teaching to explore the effective way of integrating mathematical culture into the seventh-grade mathematical teaching,and construct a set of mathematical culture with simple operation,good effect and strong promotion into the seventh-grade mathematical teaching path.This paper mainly includes the following six chapters:Chapter one: Mainly introduces the research background,research status at home and abroad,research significance and methods of mathematical culture into the seventh grade mathematical teaching,as well as the core issues of this paper.Chapter two: The review of junior high school mathematics teaching and unit teaching,defines the core concepts of mathematics culture,and defines the theoretical basis of the education system theory,Bloom’s new classification of cognitive goals,historical similarity principle and cognitive development theory.Chapter three: The current situation of mathematical culture into the seventh grade mathematical teaching is investigated.Design and verify the rationality of questionnaire and interview;Combined with literature research and existing experience,this paper briefly expounds the results of the investigation,clarifies the existing problems in the mathematical teaching of grade seventh,and puts forward the corresponding preliminary solutions.Chapter four: explore the path of integration of mathematical culture,put forward the development process of cultural lessons: large unit teaching planning and analysis of teaching elements;Formulate teaching objectives for class hours,integrate mathematical culture(put forward principles,methods and strategies for the integration of mathematical culture),generate teaching designs for three class hours of "Square Root","Cube Root" and "Real Number",form cultural teaching models,and implement teaching experiments.Chapter five: Test and optimize the teaching experiment results.First of all,the experimental class is significantly better than the control class in terms of academic level.Secondly,the integration of mathematical culture into teaching plays a positive role in stimulating students’ learning motivation,improving their classroom experience,deepening their classroom understanding and improving their mathematical cultural literacy;Finally,which combined with the teaching feedback,the teaching optimization strategy was proposed,and the stability and operability of the path were evaluated,and the results showed good results.Chapter six: Conclusion and prospect.The research reveals the problems existing in the integration of mathematical culture into teaching at this stage.The path of integrating mathematical culture into teaching is proposed.It shows the practical effect of integrating mathematical culture into teaching.This paper puts forward the prospect from three aspects of teaching elements: strengthening teachers’ cultural literacy;Construct the mathematical culture curriculum resource platform,set up the mathematical culture curriculum example development team;Enhance students’ awareness of mathematical culture.