How to strengthen the cultural penetration of elementary school math teaching

Mathematics as a cultural phenomenon has long been common knowledge. Ancient Greece and the Renaissance cultural celebrities, often themselves mathematicians, the most famous such as Plato and da Vinci. And Einstein, Hilbert, Russell, von Neumann and other cultural celebrities are also the 20th century mathematical civilization of the founder. Therefore mathematics is a culture of mankind, and its content, ideas, methods and language are an important part of modern civilization. If we can make full use of mathematical culture, let students accept its inculcation and experience its rich value, it will have a positive impetus to stimulate students' interest in mathematics and curiosity, cultivate the enthusiasm and initiative of independent observation, thinking, problem solving, as well as the spirit of innovation and practical ability. However, in today's educational practice, there is often the notion that "math equals logic". Mathematics teaching focuses too much on knowledge and conclusions, and many people even think that mathematics is a subject of learning language, diagrams and symbols, neglecting its profound cultural connotation. Some students are gradually bored and indifferent to mathematics while trying to learn mathematics, and the degree of boredom is intensifying with the abundance of mathematical knowledge ......

Mathematical culture should enter the elementary school mathematics classroom, infiltrate the daily teaching of mathematics, so that the students in the process of learning mathematics are really culturally infected, produce cultural *** Ming, experience the cultural taste of mathematics. So how to practice and highlight the nature of mathematical culture in the course of implementation?

First, give full play to the cultural characteristics of the math materials

The new textbook focuses on the value of reflecting the mathematical culture, starting from the first grade in the form of lively and interesting, easy to read, to "Do you know?"

For example, in the third grade (first book), the study of "addition and subtraction within 10,000", students were introduced to the origin of "+" and "-", the study of "multi-digit multiplication", "multiplication", "multiplication", "multiplication", "multiplication", "multiplication", "multiplication", "multiplication", "multiplication", "multiplication" and "multiplication". "When learning to multiply multi-digit numbers by one-digit numbers, students are introduced to the origin of "x", and when learning to recognize fractions, students are introduced to the representation of fractions. When learning "preliminary understanding of fractions", students were introduced to "the representation of fractions" and so on, timely introduction of these mathematical culture to the students, can enrich the content of teaching, broaden the horizons of students, and increase students' interest. Another example is to introduce students to the history of tangrams when learning quadrilaterals, especially the ancient tangram compositions, so that students can feel the beauty of geometric compositions and the wisdom of our ancestors. Another example is in the study of "hours, minutes, seconds", the textbook presents the ancient timekeeping tools - carved funnel, shining the wisdom of our ancient scientists, students know that although we know the time from the clock today, but before it has gone through a long process of exploration, to experience the exploration of the difficult and the ingenuity of the ancestors, to inspire students to love the culture of our country, to learn from our ancestors. The students were able to learn from their ancestors.

Teaching if you can make good use of the cultural characteristics of the new math materials, so that students actually appreciate the cultural value of mathematics, can stimulate students' interest in learning, arouse students' enthusiasm for learning, and thus from the heart to really like math.

Second, to enhance the cultural cultivation of teachers

What kind of talent to cultivate depends largely on the educational thinking and behavior of teachers. If students need "math culture", then first teachers need "culture". Teachers should establish a people-oriented view of education, focusing on students' lifelong learning aspirations and abilities, and teaching from the students' comprehensive, sustainable and harmonious development. Teachers' understanding of the teaching materials, their understanding of mathematics, and their organization of teaching activities all reflect their cultural cultivation. "I am a thousand times sure that there can be no comprehensive intellectual development of students without a clear spring of poetic feeling and beauty (Sukhomlinsky)." This indicates that our math educators should be dissatisfied with the status quo of "giving students a glass of water, the teacher must have a bucket of water", and should have the spirit of "tap water", and constantly absorb "living water", and make "living water". ", after "filtering", a steady stream of delivery to students. As a math teacher to stand in the height of the times, holding the next generation responsible for the spirit, and constantly improve their ideological taste and cultural literacy, inclusive, inspirational learning.

Such as listening to the "symmetrical figures" class, the end of the class, the teacher said passionately: "Students, today's class, we walked into the 'symmetrical figures' world. In fact, nature's creation of symmetry, but also much more than that. Look up to the sky, look down on the earth, where there is life, where there is no symmetry footprints? Look at the fluttering butterflies and bees in the flowers, the geese and pigeons soaring in the sky, the rainbow across the sky, the falling leaves, and even every one of us, every blossoming smile, don't you feel the power of symmetry ......" accompanied by the teacher's passionate description, and at the same time, the screen in front of the classroom also showed a picture of the symmetrical figures. The front of the screen also shows a masterpiece of nature, students immersed in a beautiful picture, I believe that their thinking has flown out of the classroom, flying to the wonderful world of mathematics ......

Third, pay attention to the cultural attributes of the math classroom

For many years, in the minds of students, in the math For many years, in the minds of students, in the mathematics classroom, mathematics has always been associated with symbols, theorems, laws, memory, arithmetic, cold, mechanical and so on, difficult to learn and difficult to teach, boring has always become a stumbling block to prevent students from learning mathematics. In fact, mathematics has its own rich cultural origin. The main reason for this phenomenon is that teachers focus on the transmission of mathematical knowledge and the training of mathematical skills, disregard the vivid cultural background of mathematics itself, and ignore the spiritual essence of human continuous exploration and discovery and the inextricable links between mathematics and life that have been infused in the process of mathematical development and evolution. Mathematics classroom teaching is to explore the rich cultural resources hidden in mathematics, to realize the harmonious unity of its scientific value and humanistic value.

1, in the construction of mathematical knowledge at the same time, should pay attention to the concept of thought, the penetration of the way of thinking.

Classroom teaching undoubtedly focuses on the construction of students' knowledge, and as a mathematical education, it reflects the inheritance of mathematical culture. In order to avoid boring learning, we should apply mathematical ideas, ways of thinking to solve practical problems, from the structure of mathematics to mine its aesthetic significance, so that students can learn to appreciate mathematics, feel the pleasure of mathematical beauty, enhance the interest in learning mathematics, the formation of mathematical concepts.

Such as the sixth grade (book), "Knowledge of the circle" class, is about to end the next class, the teacher made the following arrangements:

Teacher: Some people say that because of the circle, our world has become so wonderful and magical. In fact, in every corner of our human life, the circle plays an important role, and become the messenger and embodiment of beauty. Let's come together to appreciate --

(Accompanied by beautiful music, the following images one by one in front of the students: sunflower blooming in the sun, the life of the round arch bridge, China's famous round Jingdezhen porcelain, China's folk round China Festival, the Chinese traditional circular paper-cutting, the world-famous round building, the Olympic Games, the five-ringed symbol and so on.)

Teacher:How does it feel?

Students:I think the circle is really beautiful!

Student:I can't imagine what life would be like without circles.

The colorful mathematics learning, layer by layer, constantly advancing, and strive to make the circle has a cultural identity infiltrated in the hearts of students, become students of mathematics learning to grow an inexhaustible source of motivation, so that the mathematics classroom to get rid of the original habit of thinking and shadow, really beautiful, moving up.

2, in the construction of mathematical knowledge at the same time, pay attention to the infiltration of the human spirit.

In the process of mathematical development, poured a lot of mathematicians and mathematical workers hard labor it contains the human spirit, help students' physical and mental development, cultivate students positive lofty realm. Engaged in teaching, not only to have a rich level of mathematical knowledge, but also need to have a persistent, courageous spirit. Modern students, due to superior family conditions, some students lack the spirit of hard work and endurance, weak willpower, and some even do what I do, the lack of group consciousness, the inculcation of their personality, the exercise of willpower is imminent. Teachers in the teaching process, students should be allowed to experience the hard work of mathematics, to cultivate the spirit of hard work, in order to establish a correct outlook on life, the concept of frustration, and promote the development of their personality.

Such as learning the "area of the circle" lesson, when some students proposed to let the circle into a rectangle to try to calculate the circumference of the circle, the teacher then let the students work in small groups to carry out experimental operations. Unbeknownst to the students, a student raised his hand to put forward their own views: the circle is impossible to transform into a rectangle, because it is a curve of the figure, while the sides of the rectangle is straight. Instantaneous silence in the classroom, students' eyes looked at the teacher, waiting for the teacher's decision. The teacher said slowly: "It is true that, on the surface, it is impossible to transform a circle into a rectangle. But through the tireless efforts of ancient mathematicians, but successfully transformed, students want to know?" Students unanimously answered: "Yes!" The teacher through the classroom simulation experiment demonstration (below), and then let the students through the teaching aids hands-on operation, very smoothly arrived at the formula for the area of the circle. Near the end of the class, the students are richly rewarded replied that learning is very easy, then the teacher said profoundly: "Of course it is easy, because you are standing on the shoulders of giants. But in the past long years, people in order to study and solve this problem, I do not know how many difficulties and hardships encountered, how much energy and time spent, how many mathematicians have gathered wisdom. I hope that students can also be like the mathematicians, can independent inquiry, courageous guess, bold practice, for mathematics to make their own contribution ...... "Teachers in the explanation of this paragraph, there is not a student is not listening attentively.

The culture of mathematics should not be found outside of mathematics. The most intrinsic cultural characteristics of mathematics should be mathematics itself, should reflect the personality of mathematics, reflecting the charm of mathematical thinking. If students in the mathematics classroom really feel the joy of thinking, and because of the optimization of the quality of thinking and the enhancement of thinking ability, the essence of the power of the learning individual has also been reflected, then the cultural tension of mathematics has really been manifested.

3, in the construction of mathematical knowledge at the same time, pay attention to the cultivation of the spirit of innovation.

Innovative education is to cultivate people's innovative spirit and creative ability for its value orientation of education, the core is the cultivation of creative ability. Mathematics is a creative discipline. Culturally oriented mathematics education should be able to cultivate students' sense of innovation. For this reason, in the process of constructing mathematical knowledge, we should consciously cultivate students' creative spirit and improve their creative ability.

Fourth, focus on the cultural penetration of mathematical activities

Mathematical activities are an important part of mathematics teaching. Carrying out colorful mathematical activities and infiltrating mathematical culture has a positive effect on enriching students' spiritual life, expanding their horizons, broadening their knowledge, growing their talents, developing their interests, hobbies and specialties, improving their ability to learn mathematics and developing their mathematical talents.

Mathematical activities should be suitable for the age of students, attractive, flexible and lively, the form of the main games, competitions, hands-on, practical application, storytelling, intellectual activities.

Mathematics is an open cultural system, the crystallization of human wisdom and creativity, not just a simple convergence of knowledge and methods. It is not just a simple convergence of knowledge and methods. While giving us knowledge and methods, it is also a cultural gesture that changes the quality of human thinking, expands human horizons, enriches the spiritual world of human beings, and enhances the essential power of human beings. The cultural characteristics of mathematics do not only lie in the historical and aesthetic value of mathematics, but also in the wonderful mathematical thinking method, the mathematical spirit of exploring, and the mathematical character of seeking truth, attaining goodness, and achieving beauty, which are all of great significance to the comprehensive and harmonious development of a person. It can be said that mathematics is the perfect collection of "truth", "goodness" and "beauty"! Therefore, we recognize and promote the instrumental value of mathematics at the same time, we should see its cultural value.