Nowadays, everyone is often exposed to papers. With the help of papers, you can effectively improve your writing level. How to write a paper to avoid stepping on thunder? The following are the reasons and countermeasures for the lack of culture in junior high school math class I collected for you, for reference only, and I hope it will help you.

Mathematics itself is a kind of culture, so mathematics education is also a form of cultural teaching. With the reform of quality education, the current junior high school mathematics teaching has begun to pay attention to the infiltration of mathematics culture. Through the application of mathematical culture, it is beneficial to deepen the understanding of mathematical knowledge, promote the construction of new mathematical culture classroom, and give full play to the charm and function of mathematical culture. This paper analyzes the teaching strategies of junior high school mathematics from the perspective of mathematical culture.

Keywords: mathematical culture perspective; Lack of culture; Teaching strategies;

Mathematical culture is even more difficult to understand for art and humanistic culture. Mathematical culture, also called invisible culture, cannot be observed with naked eyes, but is a rational culture with richer connotations. The connotation of mathematical culture is more profound than that of liberal arts curriculum culture, so people have always shown a look-up and wait-and-see attitude. In the process of understanding mathematical culture, deviations are easy to occur, but our lives are full of the shadow of mathematical culture. Therefore, it is necessary to integrate mathematical culture into mathematics teaching and deepen students' understanding of mathematical culture.

First, the reasons for the lack of culture in junior high school mathematics teaching

(A) teachers' mathematical and cultural quality is insufficient

Mathematics teachers are the guides of mathematics teaching, and their own mathematical cultural quality also directly affects the infiltration of mathematical culture in mathematics courses and the promotion of students' mathematical cultural awareness. However, according to the survey of junior high school mathematics teachers, about 30% teachers think that there is no need to infiltrate mathematics culture in junior high school mathematics teaching, mathematics is only a tool for knowledge operation, and students only need to master basic mathematics knowledge and be able to apply mathematics skills to solve mathematical problems. At the same time, some teachers themselves lack mathematical and cultural knowledge. At present, most junior high school mathematics teachers adopt the exam-oriented education mode in the process of receiving education, so the teachers themselves lack the infiltration of mathematics culture in the process of receiving education, which leads to the lack of their own mathematics culture and can not effectively infiltrate mathematics culture into teaching in the specific teaching process.

(B) Mathematical culture is not infiltrated enough

Mathematics itself is a relatively rational subject, so in the process of infiltrating mathematical culture into students in classroom teaching, teachers generally do not introduce some ancient mathematical culture, but simply substitute it according to the teaching content. For example, in the teaching process of Pythagorean Theorem, most teachers simply explain the origin and development of Pythagorean Theorem, or simply explain the background of Pythagorean Theorem's birth. Students don't have a deep cultural understanding of Pythagorean Theorem. It is difficult for teachers to stimulate students' interest in learning, and it is not conducive to students' understanding of mathematics culture.

(C) the lack of mathematical culture-oriented mathematics textbooks and test questions

At present, the presentation of mathematics culture in junior high school mathematics textbooks is mainly words, pictures and cartoons. On the whole, the presentation of culture is too simple, and from the position of presentation, it is mainly in the text, experiment and exploration, but it accounts for a small proportion in the text, and it is more in places that students easily ignore, such as reading and thinking. Due to the limitation of classroom teaching time and other conditions, students cannot have a deep understanding of mathematics culture. At the same time, judging from the types of mathematical culture presentation, the main presentation methods are mathematical historical materials, applications, famous topics and knowledge, among which the largest proportion is mathematical historical materials, but not all mathematical historical materials are mathematical culture, which easily leads to students' misunderstanding of mathematical culture. In addition, judging from the mathematics test questions, most teachers said that they would not pay attention to mathematics culture in the choice of test questions.

Second, based on the perspective of mathematical culture, junior high school mathematics teaching countermeasures

(A) to enhance teachers' mathematical literacy

Mathematics literacy of junior high school mathematics teachers is the basis of reflecting teachers' teaching ability. With the reform and popularization of the new curriculum, teachers are required to have a higher level of knowledge and teaching ability, which requires teachers to have a wider range of knowledge and higher cultural literacy.

In order to improve their own mathematics literacy, teachers need to have good reading habits, learn mathematics literacy from domestic and foreign mathematical masterpieces and periodical papers, and make teachers become more attractive people through long-term accumulation. At the same time, teachers should pay attention to keep pace with the times when absorbing mathematical culture, and effectively integrate mathematical culture with contemporary social development. In addition, teachers need to maintain high interest and taste. Mathematics teachers are busy, and because of the rational characteristics of mathematics, many teachers ignore the cultivation of elegant taste and cultural taste, which limits the improvement of cultural literacy. Therefore, mathematics teachers need to strengthen the influence of cultural environment and open up their own horizons and thinking. Finally, teachers should emphasize practical exercise. Therefore, teachers must strengthen the collection of cultural materials through practice. At the same time, we can carry out practical investigation of mathematical culture through diversified learning modes, improve teachers' cultural background and cultivate elegant artistic feelings.

(B) into the mathematics classroom mathematics culture

It is very necessary to integrate mathematical culture into junior high school mathematics teaching, and there are diversity in the process of integrating culture. First of all, teachers can integrate into mathematical culture through the introduction of mathematical history. The history of modern mathematics in China can be traced back to17th century, from Descartes' methodology to Pascal's probability theory to Newton's calculus and other mathematical theories, which laid the foundation for the development of other disciplines.

There are countless cultural vitality in the content of junior high school mathematics combined with numbers and shapes. The knowledge of junior high school mathematics is gradually expanding, covering a wide range, including geometry, function and statistics. All knowledge contains many mathematical stories, such as the golden section, which teachers can use to expand into military affairs, music and life, thus enhancing students' desire for exploration. At the same time, teachers can also stimulate students' learning by explaining math stories in classroom teaching. For example, teachers can explain the story of mathematician Hua to students, and persist in mathematical research even after being bedridden and recovering in China. Through such examples, we can improve students' learning enthusiasm and lay the foundation for the quality cultivation of students' hard work.

At the same time, teachers can also cultivate students' awareness of the application of mathematical knowledge by integrating theory with practice. Teachers can set scientific situations for students. Judging from the current structure of junior high school mathematics textbooks, mathematics problems with real-life problems as templates are more common, so teachers need to guide students to make good use of familiar living environment and let them feel the atmosphere of mathematics culture. For example, in the study of function images, teachers can use the story trend of the tortoise and rabbit race to help students draw function images, thus improving the intuition of function images.

(C) the use of mathematical problems to reflect mathematical culture

The lack of mathematical cultural charm in test questions not only affects students' interest in practicing mathematical exercises, but also leads to their weak sense of cultural orientation. In the process of using test questions to embody mathematical culture, it can be realized by incorporating mathematical culture into test questions. The practice of test questions can best reflect the students' learning situation, and it is also the most intuitive feedback to the teachers' teaching effect. Junior high school mathematics knowledge is more complicated, so students are more prone to polarization in mathematics learning. Therefore, if the school has been using rigid test questions to test students' learning, it will only lead to students' boredom and fail to reflect humanistic feelings. Therefore, it is necessary to properly infiltrate cultural content in the compilation of test questions. For example 1, it is said that April is the most beautiful day in the world, so on this spring day, XX Middle School held its annual spring outing. In order to cultivate students' sentiment, the location of the spring outing was chosen in the central park, but because the school is too far away from the central park, it is necessary to rent a car. In the process of renting a car, you can choose two schemes. The first is that if you rent a 45-seat bus, all the teachers and students are just full; The second is a 60-seat bus. After all the teachers and students get on the bus, there are still 15 seats, but it can rent one less car. How many teachers and students will attend the spring outing? The rent for a passenger car is always 200 yuan per day, and the rent for a bus is 300 yuan per day. If two types of buses are rented at the same time, how to allocate the most reasonable proportion of the two types of cars? In this way, students' life can be integrated into the test questions, and students will not be unfamiliar with the test questions. At the same time, they can also examine the flexibility of students' learning and realize the insight and embodiment of students' mathematical culture.

Third, the conclusion

To sum up, mathematical culture is a cultural form gradually accumulated in the process of mathematical development. Understanding mathematical culture is beneficial for students to master mathematical knowledge, and it is also the teaching requirement under quality education. However, due to the influence of many factors, it is still difficult to implement mathematical culture in mathematics teaching, so teachers need to integrate mathematical culture into teaching according to their own learning situation in order to promote the all-round development of students.

Four. refer to

[1] Wang. Analysis on the Teaching Strategies of Integrating Mathematics Culture into Junior Middle School Mathematics Teaching [J]. Chinese-foreign Communication, 20 17, (33): 124.

[2] Xu Yizhen. On the Integration of Mathematics Culture and Junior Middle School Mathematics Teaching [J]. Reading Abstract, 20 16, (16): 137.

[3] Wen Hongmei. Appreciating Mathematical Culture and Feeling the Beauty of Mathematics —— On the strategy of infiltrating mathematical culture into junior high school mathematics teaching [J]. Mathematical Physics for Middle School Students, 20 14, (9):35.

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