How to integrate traditional culture education into mathematics teaching

How to integrate traditional culture education into mathematics teaching

The new curriculum standard of junior high school mathematics puts "reflecting the cultural value of mathematics" in the important position of the basic concept of curriculum design, which makes the cultural problems of mathematics formally enter mathematics teaching. Because most people who don't deal with numbers will gradually forget their mathematical knowledge after entering the society, the influence of mathematical culture will exist in their minds for a long time and play an important role in their study, work and life. How to infiltrate mathematical culture in mathematics teaching, let students experience mathematical culture, be infected by culture, and produce cultural songs, so as to realize the cultural education function of mathematics.

First, carry out mathematical aesthetics education. Aesthetic education in mathematics teaching has the following four levels: beauty, beauty, wonder and completeness. Aesthetics means that mathematical objects are symmetrical, harmonious and concise in form, which brings beauty and beautiful feelings to people's senses, for example, (a+b) × n = a× n+b× n. However, the aesthetic representation is not necessarily true and correct. Many things in mathematics, only by recognizing its correctness can we feel its "beauty". For example, the beauty of "logarithm" is that it can change the complicated operation of "multiplication and division" into "addition and subtraction" and understand its function, so as to obtain the satisfaction of "beauty". Wonderful feelings often come from "unexpected" but "reasonable" things. For example, students draw their own pictures and find that the three high lines, three middle lines and three bisectors of a triangle intersect at one point, which is really "wonderful". Mathematics is always perfect and perfect, which is also the highest "quality" and the highest spiritual "realm" of mathematics-perfection. For example, to solve an equation, we should not only answer whether there is a solution, but also find a solution, but also prove that it does exist, know how many solutions there are, and finally find out one by one, and none of them can be less. Aesthetic education for students can cultivate sentiment, cultivate mathematical culture and make students develop in an all-round way.

Second, junior high school mathematics and aesthetics. Russell pointed out: "Mathematics, if viewed correctly, not only has truth, but also has lofty beauty." Mathematical beauty mainly refers to the beauty of structure and form, specifically, it mainly includes the beauty of simplicity, symmetry, unity, harmony and strangeness. Through junior high school mathematics teaching, fully displaying the beauty of mathematics is an important means of aesthetic education for middle school students, so as to cultivate sentiment, exercise personality and improve quality. The primary feature of mathematics is simplicity, which is mainly manifested in mathematical symbols, mathematical skills and logical methods. Symmetry generally exists in mathematics, for example, there are axisymmetric figures and central symmetric figures in geometry and symmetric polynomials in algebra. In our daily life, we see many beautiful trademark patterns such as Founder of Peking University, Lenovo Group, Beijing Telecom, China Unicom and Industrial and Commercial Bank of China, which are vivid teaching materials of symmetrical beauty. Everyone has a love of beauty. The research, education and appreciation of mathematical beauty can greatly improve students' aesthetic taste, stimulate their interest in learning, enlighten people's thinking, broaden people's horizons and bring them the enjoyment of beauty.

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Third, junior high school mathematics and literature. Mathematician Hua said: "It is incorrect to think that mathematics is boring and artistic, just like people standing outside the garden say that the garden is boring." Throughout the ages, many wonderful stories (including stories of mathematicians, stories of mathematical history and stories of mathematical application) and famous historical articles have been circulated in the field of mathematics. Through these entertaining ways, students can learn from their predecessors' scientific attitudes of being diligent and eager to learn, being brave in practice, seeking truth from facts, constantly exploring and being brave in innovation, and learn their mathematical thinking methods and problem-solving ideas from famous historical questions to guide their own learning.

Language is the shell of thinking. It is necessary to strengthen the training of students' language ability, and guide students to write "small composition" (such as study plan and exchange of learning experience), "small summary" (summary of knowledge by chapters) and "small composition" (such as "square", "circle" and the drawing method of introducing a corporate trademark) and "small composition" in combination with daily life practice and mathematical modeling activities. Guide students to read extracurricular books (such as Popular Romance of Mathematics and Mathematics, Middle School Mathematics Problem Set), and encourage students to retrieve and acquire relevant knowledge (such as Menelaus Theorem and Butterfly Theorem) from mathematics literature. In this way, the infiltration of literature education in mathematics education can not only deepen the understanding and application ability of mathematics knowledge, but also greatly improve students' ability to use mathematical language and written expression, thus continuously improving their mathematical cultural quality.

Mathematics should not be equated with the collection of mathematical knowledge (factual conclusion) or the warehouse of mathematical knowledge, it is a creative activity of human beings. In the long history of human exploration of knowledge and mathematical development, a splendid mathematical culture has been left behind. Beautiful mathematical stories, thought-provoking famous sayings, exquisite mathematical riddles and profound mathematical essays are all pearls in the treasure house of mathematical culture.

Fourth, carry out mathematical experiments and games. Mathematical game is a popular intellectual activity, which embodies a mathematical culture. Some game materials are introduced into the new mathematics textbook of Zhejiang Education Publishing House, which provides a broad innovation space for front-line teachers' teaching. However, the theme of the game is still a bit monotonous, and some educational games, such as Sudoku, can be appropriately added to the teaching.

Sudoku is a mathematical puzzle game that originated in Switzerland, developed in the United States and developed in Japan at the end of 18, and was fully introduced to China in 2005. A puzzle is a square with nine squares (that is, three squares wide by three squares high), and each square is subdivided into nine squares. Fill in the numbers of 1 to 9 in each small nine-square grid, so that the numbers in each column and row of the whole big nine-square grid are not repeated. The game seems to be similar to the traditional crossword puzzle, but it is widely accepted by players because of its advantages of simple input, convenient calculation, beneficial to mental exercise, and no limitation of time, place and language. Some experts believe that the unique gameplay of the game transcends the boundaries between words and culture. It is reported that Sudoku has millions of players around the world. This subtle game teaching of "sneaking into the night with the wind and moistening things silently" can make students gradually realize the rare charm of mathematical culture, gradually develop the habit of being diligent in thinking and good at analysis, and learn to analyze and solve problems from the perspective of mathematical culture.

In junior high school mathematics education, combining junior high school mathematics knowledge with mathematics culture will enable students to receive good mathematics culture education while learning basic mathematics knowledge and skills. When the charm of mathematics culture really penetrates into the teaching materials, reaches the classroom and is integrated into the teaching, mathematics will be more approachable, and mathematics teaching will also let students further understand, like and love mathematics through the cultural level. Therefore, mathematical culture education fully meets the requirements of quality education, which is of great significance to improve middle school students' mathematical quality and cultivate good personality.