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First, through the analysis of the development of science and technology, the scientific value of mathematics is reflected.
Mathematician Hua once said: "The universe is big, the particles are tiny, the speed of rockets, the cleverness of chemical engineering, the change of the earth, the mystery of biology and the complexity of daily use require mathematics everywhere." Mathematics plays a very important role in science. Especially in today's highly developed information technology, mathematical methods and science and technology are inseparable.
The application of mathematical ideas and methods has produced many scientific and technological achievements, which spread quietly around us and greatly changed the way of life of mankind. For example, the birth of computers has gradually mechanized some human mental work. In the teaching of "Preliminary Algorithm", I pointed out that the algorithm can usually be compiled into a computer program for the computer to execute and solve problems after teaching the definition of the algorithm. Algorithms are closely related to computers, and computers rely on algorithms to solve any problems. Only when the problem-solving process is decomposed into several clear steps, that is, algorithms, and accurately described in a "language" acceptable to computers can computers solve problems. With the rapid development of modern information technology, algorithms play an increasingly important role in the development of science and technology and society, and their ideas will play a key role in the future development of human aerospace, aircraft, automobiles and other technologies and the invention and creation of scientific and technological revolution. In the teaching process, teachers introduce the great achievements of modern science and technology to students through the rapid development of modern high technology, and reflect the scientific value of mathematics, so as to stimulate students' enthusiasm for learning mathematics, cultivate students to form correct scientific values, firmly grasp the basic knowledge of mathematics, and lay a solid foundation for meeting the challenges of the new round of scientific and technological revolution.
Second, through mathematics close to life, it embodies the application value of mathematics.
"Mathematics Curriculum Standard for Ordinary Senior High Schools" emphasizes: "Students capture mathematical problems in life from the perspective of mathematics, actively use mathematical knowledge to analyze life phenomena, and independently solve practical problems in life." Teachers introduce mathematics close to life to students while imparting mathematics knowledge to them, so that students can collect this information, which can not only help students understand the development of mathematics, appreciate the value of mathematics, stimulate their courage and confidence in learning mathematics well, but also help students understand the application process of mathematics knowledge.
In the teaching of Probability, I use teaching materials, extracurricular materials, vivid videos and courseware, factual data and other educational resources to make a complete and thorough analysis of winning the prize, create scenarios for students, give them opportunities to study and summarize the advantages and disadvantages of winning the prize, deepen their knowledge and understanding of random events and their laws in the real world, cultivate probability consciousness and form rational thinking; In the teaching of preliminary understanding of statistics, I ask students to collect their own water consumption for several months, through the process of collecting, describing and analyzing data (population, the elderly and children, etc. ), the judgment of whether water use is reasonable is obtained, and the decision of future water use is made. Infiltrate environmental education in this way, enhance their practical operation ability, let them really experience that mathematics is in our lives, thus stimulating their feelings of loving mathematics, learning mathematics and using mathematics, and cultivating their initiative of carefully observing and consciously applying mathematics knowledge to real life.
Thirdly, by introducing the deeds of famous scientists, it embodies the humanistic value of mathematics.
The mathematical knowledge system embodies the scientific spirit of many mathematicians who dare to explore and seek truth from facts. In the process of classroom teaching, teachers timely introduce the deeds of scientists and their outstanding contributions to mankind, reflect the humanistic value of mathematics, and stimulate students' enthusiasm for exploring science and technology and scientific spirit of seeking truth from facts.
1. Hua is a self-taught world-class mathematician. He has made many achievements in mathematical research and is known as Fahrenheit in the world. He has made outstanding contributions to the development of mathematics.
2. Gu Chaohao, an academician of China Academy of Sciences, solved the mathematical problem of supersonic wing flow with the spirit of continuous progress and made outstanding contributions to the basic research of aerospace engineering.
3. Chen Jingrun was the first China scientist to win the mathematical laurel, and he conquered the world-famous mathematical problem Goldbach conjecture, which is more like a spiritual symbol, representing an academic belief and spirit of persistent pursuit, never giving up, striving for the upper reaches, and till death do us part.
Wu Wenjun, an academician of China Academy of Sciences, persisted in studying computers in his prime. After unremitting efforts, he founded the "Wu Wenjun Law", which had a great influence in the field of international machine certification and pushed mathematical mechanization to a brand-new field.
Scientists' scientific attitude of hard struggle, courage to climb and perseverance, as well as their life experience of dedication to science, will have a good educational effect on students' scientific spirit of seeking truth and being pragmatic, reform and innovation.
Fourthly, the aesthetic value of mathematics is reflected through the appreciation of famous mathematical questions.
In the bustling "Hundred Flowers Garden of Mathematics", there are clusters of exquisite and charming "mathematical wonders", which are "world famous mathematical problems". They usually make people gasp in admiration with strict logical reasoning and intoxicate with ingenious conception mode. Such as Goldbach conjecture, Fermat's last theorem, nine-point circle and the seven bridges in Goldberg. People follow different ideas, causing ripples in the spirit, and the wonderful answers are fascinating. Teachers can lead students into the "Hundred Flowers Garden of Mathematics", so that students can feel and appreciate the beauty of mathematics, thus stimulating students' learning motivation and interest.
For example, introduce the butterfly theorem of "famous topic":
As shown in the figure, if the midpoint m of the inner chord AB of a circle leads to any two chords CD and EF, and connects CF and ED to intersect AB at P and Q respectively, then PM=MQ. It is named after its peculiar geometric image and seemingly dancing butterfly. For a long time, scholars have been studying it, which makes the habitat of this butterfly dance uncertain and changeable.
One of the purposes of mathematics teachers' teaching is to teach students how to appreciate this bustling "mathematics garden", which is not only conducive to stimulating their interest in mathematics science, but also to enhancing their creativity and invention ability.
In a word, in the era of rapid development of science and technology, teachers can cultivate students' mathematical literacy imperceptibly by combining the contents of teaching materials with real life, which can not only benefit the subjects we teach, but also promote the improvement of education and teaching quality as a monotonous increasing function in mathematics teaching.