Model essay on mathematical culture 1 on the construction of mathematical culture
With the deepening of the new curriculum reform, the position and role of mathematical culture in primary school mathematics teaching is becoming more and more important. This paper explores the construction of mathematics culture in primary schools from three aspects: teachers' mathematical literacy, textbook construction and teaching mathematics culture infiltration, hoping to provide reference and enlightenment for new curriculum reform.
Mathematics teaching in primary schools; Mathematical culture; Mathematical culture construction
Mathematics is a human culture, and mathematical culture is manifested in the process of its origin, development, perfection and application. The new curriculum standard points out:? Mathematics is a kind of human culture, and its content, thought, method and language are important components of modern civilization. ? The core of mathematical culture is the mathematical ideas, concepts and qualities that have gradually settled down in the historical process of the emergence and development of mathematics. Therefore, as far as primary school mathematics teaching is concerned, the construction of primary school mathematics culture is particularly important. The following are my thoughts on the construction of primary school mathematics culture.
First, primary school mathematics teachers' mathematical literacy
The spirit of new mathematics curriculum emphasizes that mathematics curriculum should show the charm of mathematics culture, that is, show the long history of mathematics culture, show the profoundness of mathematics culture, show the exploration spirit of mathematicians and show the aesthetic value of mathematics culture. As the disseminator of mathematical culture, the primary school mathematics teachers' own mathematical cultural literacy is the key factor to determine the construction of primary school mathematical culture.
1. Strengthen the consciousness of mathematical culture
Mathematics is to cultivation what seeds are to soil. It is the heavy human history and culture that gave birth to today's mathematics. No matter from the development of mathematics itself or the role of mathematics in social and human progress, the educational function of mathematics culture is very important. The educational function of mathematics culture mainly includes four aspects: (1) making students truly understand the essence of mathematics; (2) Cultivating students' rational spirit; (3) Cultivating students' innovative spirit; (4) Cultivate students' aesthetic ability. Therefore, primary school math teachers should first strengthen themselves? Mathematical culture? Consciousness, to build students'? Mathematical culture? Consciousness. If you only master professional knowledge and have no profound mathematical culture, then his mathematical kingdom will become water without a source and a tree without a root. Mathematicians have a view that third-rate teachers impart knowledge, second-rate teachers impart skills, first-class teachers impart ideas and methods, and super masters spread mathematical culture.
2. Strengthen the study of mathematics culture.
Only primary school math teachers? Mathematical culture? Consciousness is far from enough. We must study and study mathematics culture seriously and systematically, and treat it as a systematic project.
Studying the development history of mathematical culture can draw rich nutrition from it and improve one's mathematical literacy. For example, the evolution of mathematical concepts and mathematics as a cultural system by American mathematician R.wilder, and the famous American mathematical educator M? Klein's Mathematics in Western Culture, Ancient and Modern Mathematical Thought and Mathematics-The Loss of Determinism, New Mathematical Culture, New Introduction to Mathematical Culture, Huang Qinan's Mathematical Philosophy and Mathematical Culture, Qi's Mathematics and Culture, Zhang's Origin and Flow of Mathematics, and New Origin and Flow of Mathematics. Secondly, schools should provide more opportunities and platforms for primary school math teachers to study, research and display math culture through training of math culture knowledge, lecture competitions and going out to communicate.
Second, the construction of mathematical culture in primary school mathematics textbooks
In addition to constantly strengthening the research and study of mathematical culture and consciously improving their own mathematical culture literacy, we must also seriously study teaching materials and strive to promote the school-based construction of mathematical culture in teaching materials.
1. Research on Mathematical Culture Construction in Textbooks
On the basis of their own mathematical literacy, primary school mathematics teachers need to make great efforts to study primary school mathematics textbooks and fully tap the rich connotation of mathematics culture in the textbooks. Only by passing the boring and abstract math problems in the textbook through your own? Processing, refining and re-creating? In order to restore students' original life problems, bring them into a colorful mathematics hall, let them feel the rich methods, profound thoughts and unique artistic beauty of mathematics, share the creation and transcendence in the footsteps of mathematics and the light of human wisdom and humanity reflected behind them, and truly realize the rational return of exploring the essence of mathematics.
2. School-based construction of mathematics culture in textbooks
In view of the differences between different regions and students, the development of different regions and students' living backgrounds, teachers usually need to improve the teaching materials used in their own hands to meet their classroom teaching needs. Therefore, it is advisable to organize the backbone teachers of mathematics in this region, fully tap the cultural implication of mathematics hidden in the teaching materials, make the mathematics content full of rich life and culture breath, make students realize the close correlation between mathematics and nature, society and life, attach importance to the organic combination of students' mathematics knowledge and real life, attach importance to the humanistic education of students' emotions, attitudes and values, and attach importance to the cultivation of students' hands-on practice, cooperation and exchange, independent exploration and innovation ability, thus highlighting the cultural and educational value of mathematics. As long as we continue to explore and improve, we can develop school-based mathematics textbooks suitable for local characteristics.
Third, the infiltration of mathematical culture in primary school mathematics teaching
In order to strengthen the construction of primary school mathematics culture, schools should adopt various methods to form it? Mathematical cultural field? Let mathematics culture really enter the campus and the classroom.
1. Infiltration of campus mathematics culture
Mathematics culture is an important part of campus culture, and mathematics culture is an important carrier to cultivate students' cultural literacy. Can schools be built through campus culture platform, campus network platform and multimedia platform? Mathematical cultural field? , form a strong mathematical culture atmosphere, so that mathematical culture can really enter the campus. Schools can enrich students' campus life, promote the construction of campus mathematics culture, enhance the taste of mathematics culture and infiltrate it imperceptibly through various forms such as mathematics blackboard newspaper, class mathematics webpage, mathematics corner, mathematics evening party, mathematics culture festival, mathematics culture reader and mathematics corridor.
2. Classroom mathematical culture infiltration
Traditional mathematics teaching ignores the important role of mathematics culture. In the teaching goal, we often only pay attention to the teaching of mathematical knowledge and skills training, but ignore the humanistic education such as emotion, attitude and values. In the teaching content, it is too rigid in the logic of knowledge and the abstraction of thinking, ignoring the organic combination of mathematics knowledge and students' life and the organic integration of mathematics learning and students' emotional experience; In the way of learning, students often passively accept and practice mechanically, lacking opportunities for hands-on practice and independent exploration, ignoring the excavation of the connotation of mathematics culture, and cultivating students' awareness and interest in actively participating in mathematics learning.
Only by constantly improving their own mathematical literacy and strengthening the research on mathematical culture can we better infiltrate mathematical culture into classroom teaching, let students better experience, understand and love mathematics, and realize the real return of scientific value and humanistic value of mathematical culture.
References:
[ 1]M？ Klein. Translated by Zhang Zugui. Mathematics in western culture [M]. Shanghai: Fudan University Press, 20 10.
[2] Zheng Yuxin, Wang Xianchang, Cai Zhong. Mathematical culture [M]. Chengdu: Sichuan Education Press, 20 1 1.
Analysis of Mathematical Culture Infiltration in Mathematical Education
Abstract: With the deepening of the new curriculum reform, various problems in mathematics classroom are highlighted. This paper reflects on the mathematics education in China from the perspective of mathematics culture, and has made some achievements. Our mathematics education is not only to teach students to add, subtract, multiply and divide, but also to cultivate students' mathematical spirit, mathematical thinking and mathematical problem-solving methods through our mathematics education.
Keywords: mathematical cultural value, spiritual interest
The ancient Chinese nation has a long-standing tradition of mathematical culture, which shines brilliantly, but the mathematics we are exposed to in junior and senior high schools can't lift the spirit of students at all. So what's wrong with our math education? Why is the mathematics education in our country so successful in the eyes of others, while we in China criticize our mathematics education as worthless and students learn so painfully? By studying the course of mathematical culture, I have a deep thinking about this problem.
Many middle school students think that math is not good and useless, and it is just a tool for exams, which breaks their brains every day. Is our math useless and boring, or are our students not aware of the value and fun of math? I used to be bored with math and didn't like it. Like many students, I studied mathematics because of the college entrance examination. But since I took the course of Mathematical Culture, I know that mathematics is so valuable and useful with a long history. I admire the charm of mathematics. Snails, waves, plants, cobwebs, buildings, almost everything has the shadow of mathematics.
Mathematics is everywhere. Mathematics makes architecture wonderful, mathematics makes prediction so accurate, and mathematics makes science pagoda so strong. Our philosophers admire mathematics, and our scientists like mathematics, but how can we make our primary and middle school students love mathematics?
Mathematics, as a culture, includes not only the addition, subtraction, multiplication and division that our primary and secondary school students contact every day, but also other valuable and rich contents. For example, the spirit of mathematics is also a part of mathematical culture. Mi Shan Kunsan, a Japanese mathematician and mathematical educator, once put forward seven kinds of mathematical spirits, including application spirit, expansion spirit, systematization spirit, dedication to invention and discovery spirit, unified structure spirit, rigor spirit and economic thinking spirit. [1] Although we can't fully understand all the spirits of mathematics, the unique spirit of mathematics can amaze us.
No subject can be as concise but rigorous and unbreakable as mathematics. We should learn to appreciate the simple and rigorous beauty of mathematics. This requires us educators not only to teach students those operations and theorems, but also to pass on the spirit and beauty of mathematics to students. I remember in math and culture class, Miss Mei once said: One of the disadvantages of our traditional math education is to provide students with more knowledge and skills of symbol transformation. ? In fact, we can completely teach students that knowledge, but we should guide students to appreciate the beauty of mathematics when teaching.
When mathematics has symbols to express things and theorems abstractly, it has this simple and simple beauty. We know that the more abstract knowledge is, the more general and universal it is, the more useful and advanced it is. When our students learn to appreciate the simple beauty of mathematics, they will not hate mathematics so much, and at the same time, our mathematics education will go further.
Mathematicians' rational thinking and persistent exploration spirit are also worth learning. For example, Euler was the most prolific mathematician in the history of science. He started publishing papers at the age of 19 until he was 76. He has more than 800 books and papers in his life. He was blind in his right eye at the age of 31, and his eyesight was very poor in his later years. He eventually went blind and didn't stop studying and creating mathematics. If our students understand Euler and then learn his formula theorem, then our teaching will be successful. [2] Students should draw too much nutrition from the soil of mathematics, not just the theorems in textbooks. Mathematics culture needs to enrich our mathematics classroom, and our mathematics education should be carried out in many ways.
As a culture, mathematics has a long history. From ancient times to the present, in this long journey of time, how many great mathematicians have appeared and how many civilized achievements have been created that are beneficial to human development. For example, the Euler formula and Euler solution of the famous Seven Bridges in Konigsberg, the discovery of the golden ratio, China's Zu Chongzhi and his pi, and Liu Hui's cyclotomy have all made outstanding contributions to the development of our human civilization. Just like when I was in high school, many students, like me, didn't know these long and splendid mathematical civilizations and their great significance.
In fact, every major discovery in mathematics will push forward the pace of history. Our students should know more about the history of mathematics, the deeds of mathematicians, and the mathematical inventions and discoveries that are of great significance to us. History is a mirror. If you don't understand history, you won't believe it, you won't be interested in the present, and you won't cherish it. If we know its history, we will better understand today's affairs and cherish and learn from it. Our teachers should let our students know more about the history of mathematics and provide them with learning opportunities. For example, the concept of set and function in the first chapter of senior one mathematics, our teacher can first insert the historical knowledge of set theory founded by Cantor.
This kind of teaching will change the traditional situation of blindly imparting and accepting knowledge. Not only the teacher will speak interestingly, but also the students will listen with relish. Although this kind of teaching is good, it brings difficulties and challenges to our teachers, so many teachers are unwilling to do it even if they know it is good. We educators should really shoulder the responsibility of teaching and educating people. Since you are a teacher, you should be responsible for your students and yourself. Don't deal with running errands in teaching, read more books about your subject in your spare time, learn about its history, and learn about its famous people's interesting stories, so that you can have something to say in teaching. Only when our students are willing to attend classes and study can our math class be full of vitality.
Mathematics, as a culture, has its function and value everywhere. We should let students know the value of mathematics, so as to give them the motivation to learn mathematics. It can be said that if a person does not understand mathematics and mathematics culture, he will not be able to survive in the next century. Mathematics has promoted the development of the whole society, and at the same time, the development of society is also inseparable from mathematics. Mathematics is applied in various fields, and the design of works of art, the creation of architecture, the budget of national finance and the completion of statistical work are all inseparable from mathematics. When our students know the value of mathematics is so great, they will take the initiative to learn it.
When a student sees the benefits of what he wants to learn, he will take an active interest in it. Then we need our educators to show the value of mathematics to our students while imparting knowledge. For example, when we teach mathematics knowledge, we can combine real-life examples to stimulate students' interest in learning, such as buying a house by installment. In short, mathematics education is to be close to life and nature, so that students can experience the value of mathematics by themselves.
Without mathematical innovation, there will be no technological innovation. We educators can also teach students more examples of relying on the progress of mathematics science and technology in class, so that students can realize the great value of mathematics and that mathematics is not far away from us, and it is all around us. Students can use mathematics to innovate independently, both within and across disciplines. We can apply what we have learned now. If all our classmates realize this, our nation will have hope.
Wang Zeng, a famous Tianjin teacher who is over 60 years old and has 40 years' teaching experience, said: Mathematics is not only about calculation and problem solving, but also includes subject ideology and culture, scientific thinking method and philosophy of life. For students, these are more important than mathematical knowledge itself. Teachers can't train every student to be a mathematician, but they can let every student learn to appreciate the beauty of mathematics and feel the happiness it brings. As a math teacher, we should not only teach students rational thinking in mathematics, but also nourish their hearts with beautiful humanistic feelings. ? [3] Yes, our mathematics education is not to train students into mathematicians. We educators should broaden students' horizons, enrich classroom education, improve students' understanding of mathematics and enhance their goodwill towards mathematics.
abstract
Today's elementary and middle school students' mathematics education in China has been very successful. When we go to any country, people say that children in our country are excellent at math. But why is our math education not good? What our mathematics education lacks is not addition, subtraction, multiplication and division, but more mathematical spirit, mathematical thinking and mathematical methods. Mathematical culture needs to be injected into the classroom, and the classroom needs mathematical culture. Only the math classroom full of math culture is dancing and full of vitality.
References:
[1] Research and Development Center for Mathematics Curriculum Textbooks. Mathematical culture [M]. People's Education Press, 2003, page 49.
[2] Xu. How to Infiltrate Mathematics Culture in Mathematics Teaching [J]. Cultural Exchange of Science and Education, 2007, (3).
[3] Tianjin Education .2007, (1).