Classroom is the main way for students to learn these mathematical and cultural knowledge. In order to adapt to the curriculum reform, we should keep pace with the times, look at classroom teaching with a new concept of mathematics, especially from the perspective of mathematical culture, so that students can really be influenced by excellent culture in the process of learning mathematics, experience the cultural taste of mathematics and improve their cultural literacy. The following will explain some new perspectives, and strive to show mathematics culture in many aspects in classroom teaching.
1. Mathematicians and Mathematical Culture
In the process of preparing lessons at ordinary times, we should pay attention to the collection and familiarity of some mathematicians' related stories, so that we can easily insert into classroom teaching at any time when we talk about related content, communicate with students and extracurricular activities in mathematics, and educate students on the humanistic value of mathematics culture. For example, when teaching the calculation formula of cylinder volume, we can first introduce the story of Cao Chong's image. When explaining the summation formula of arithmetic sequence, students can be introduced to the short story of German "prince of mathematics" Gauss. When studying binomial theorem, we can introduce "Yang Hui Triangle", China's ancient mathematical achievements, and so on. In short, the mathematical culture with mathematicians as the clue has a long history and is all-encompassing. According to the knowledge involved in the textbook, we can introduce relevant contents at different levels to stimulate students' interest in learning.
Second, aesthetics and mathematical culture
Students should be guided to discover the beauty of mathematics in the teaching process. Symbol is a major feature of mathematics. Some people see symbols as if they heard beautiful notes; Some people get dizzy when they see symbols, which is related to their understanding of the symbols themselves. Therefore, in classroom teaching, it is undoubtedly helpful to improve students' deep understanding of symbols and get fun from them. For example, in the course of solid geometry, the art paintings that students are interested in are mentioned appropriately to teach students how to draw three-dimensional figures on a plane.
Of course, teachers should pay attention to improving their own aesthetic cultivation, have the consciousness of aesthetic education for students, let students realize that mathematics is pleasing to the eye, let the pursuit and exploration of mathematical beauty become the driving force for students to learn mathematics, and guide students to cultivate their temperament with mathematical beauty to realize the cultural and educational function of mathematics.
Third, literature and mathematical culture.
The thinking methods of mathematics and literature are often interlinked. For example, there is "symmetry" in middle school mathematics curriculum and "duality" in literature. Symmetry is a transformation, but some properties remain unchanged after it changes. Mathematical symmetry means that when a figure is folded in half according to the symmetry axis, its shape and size remain unchanged. So what is duality in literature? Take what Wang Wei said, "There is moonlight in the pine forest and crystal stone in the stream". Here, the upper couplet is contrary to the lower couplet, and some characteristics of the expression of words remain unchanged, such as "bright moon" and "clear spring", which are all natural scenery and have not changed. Adjectives "Ming" and "Qing", nouns "Yue" and "Quan" have the same part of speech, and so do other words. It is not difficult to find that the immutability of change does have the same relationship in literature and mathematics.
Fourth, life and mathematical culture.
Mathematics comes from life and acts on it. Classroom teaching should make students realize the close relationship between mathematics and daily life and its intrinsic value. In classroom teaching, some mathematical phenomena or problems encountered in real life can be used as teaching materials. For example, when talking about geometric figures and geometric bodies, students can give examples to illustrate what corresponding objects are around them. Or appropriately open the questions in the textbook to make it closer to reality. For example, when talking about the summation formula of equal ratio series, we can enumerate its application in loan purchase; Speaking of probability, we can list its application in lottery; For another example, when studying Statistics, we can combine the statistics of the number of medals and shooting rings that are easy to arouse students' interest in thinking in the Olympic Games. In a word, let students realize that mathematics is related to "me" and real life, and let students realize that mathematics is useful, so as to learn mathematics with more interest and purpose.
In the classroom of mathematics teaching, we should not only be full of "theorems, formulas, exercises ……", but also let students know the ins and outs of mathematics knowledge and the "soil" on which they grow, just like Chinese classes, so as to enrich their perceptual experience of mathematics knowledge. It is necessary to tell a "mathematical story and mathematician anecdote" like a history class, so that mathematical knowledge can reflect people's will and wisdom and be "humanized", so that students can better understand and master mathematical knowledge while being moved and happy; We should make students feel harmony and appreciate the beauty of mathematics through the interpretation of "mathematical works" such as music and art classes.
In a word, the infiltration of mathematical culture in mathematics teaching can not be separated from the history of mathematics, but it can not be limited to the history of mathematics, and there should be some "non-mathematical" content. Only by combining with students' reality, carefully creating teaching situations, trying to stimulate students' strong thirst for knowledge and making full preparations for students' learning can teachers truly integrate the charm of mathematics culture into teaching materials, reach the classroom and integrate into teaching, so that students can further understand mathematics, like mathematics, love mathematics, actively explore and acquire knowledge.