1. Humanistic spirit is an important content of mathematics teaching. Humanistic spirit is humanism, which was originally the main trend of thought in the European Renaissance. It advocates academic research, freedom of thought and liberation of personality, and affirms that man is the center of the world. The humanistic spirit we are talking about now emphasizes the freedom and rights of personality, personal dignity and personal value. As far as its teaching content is concerned, mathematics teaching always pays attention to people, whether it is concept teaching, problem-solving teaching or mathematical thinking method teaching. As M Klein said: "In the broadest sense, mathematics is a spirit, a rational spirit." Stiffness and simplicity are the basic scientific attitudes of mathematicians. Mathematics learning can get rid of impetuousness and purify people's souls. The way of thinking and the spirit of mathematics can help people develop a meticulous and organized way of thinking, which is helpful to cultivate students' meticulous work attitude, professionalism and strong sense of social responsibility. Honesty and truth-seeking are the essential characteristics of mathematical humanistic spirit. The accuracy of mathematical language makes the conclusion in mathematics not ambiguous. Diligence and self-improvement are the personality characteristics of endless exploration of mathematical truth. In the process of mathematics, we often encounter many difficulties. Through unremitting efforts, we can understand the true meaning of mathematics and cultivate students' tenacious will and exploration spirit. Pioneering and innovation are the basic qualities of modern science and humanities. Modern society needs more and more creative talents, and the process of mathematics learning is essentially a re-creation process. The exploration of theorems, conclusions and problem-solving methods in mathematics requires students to have innovative thinking and pioneering spirit. It is through this process of mathematical activities that students' pioneering and innovative spirit is cultivated. Mathematics teaching also has a unique humanistic spirit and constitutes its most important content. 2. The cultivation of humanistic spirit and students' quality has neglected human personality, human value, human rights and human dignity because of long-term emphasis on groups. The long-term suppression and distortion of human nature in China feudal society is far from being eradicated. As a kind of capital, "human" has always been neglected. However, with the development of the times and the progress of society, it is unimaginable that our nation will be revitalized and our country will be strong without high-quality people with independent personality, independent mind and innovative spirit. Therefore, in the reform and opening up in recent years, the society is more and more aware of the importance of humanistic quality, and more and more shows the requirements for humanistic spirit. It is very timely and necessary to add healthy personality, sound personality and literati quality to mathematics curriculum. The humanistic spirit of teaching content in mathematics teaching provides conditions for the cultivation of students' humanistic quality. Therefore, in mathematics teaching, teachers should flexibly adopt various teaching methods, take students as the main body, respect students, give full play to their initiative to explore, and let students feel, appreciate and create the beauty of mathematics, which is of great significance to stimulate students' desire to learn mathematics, optimize their quality structure, cultivate their creativity, thus improving their problem-solving level and cultivating their literati quality. 3. New textbooks and humanistic spirit "Mathematics has always been the main cultural force of human civilization, and the development of human culture has greatly affected the progress of mathematics." In order to reflect the needs of cultivating students' humanistic quality, the compilers of the current new mathematics textbooks have chosen the contents related to scientific humanistic spirit. This provides an excellent blueprint for cultivating students' humanistic quality in mathematics teaching under the influence of humanistic spirit. For example, the new high school textbooks are permeated with mathematical ideas and methods. At the same time, the arrangement of research content will cultivate students' ability to acquire knowledge actively, give full play to students' initiative, everyone will participate in teaching activities, and everyone will gain something, so that students can fully develop themselves and express themselves. So as to promote the healthy development of students' interest, motivation, will, personality and other non-intellectual factors. Other exercises arranged according to students' ability have both literary beauty and humanistic beauty, which provides a virgin land for consciously cultivating students' humanistic quality in mathematics teaching and a very broad world for students to accept the purification of humanistic spirit. Second, the excavation of humanistic spirit in mathematics teaching to cultivate students' humanistic quality, we must pay attention to the humanistic factors existing in mathematics textbooks. As long as we think positively, are good at discovering, summarizing and summarizing, we can find the humanistic spirit that can make people reach the highest level in teaching. Thus, effective materials are found for the cultivation of humanistic spirit in mathematics teaching. (1) Mathematical historical materials with humanistic spirit have the value of reviving students' national pride and pride. In the history of mathematical development, China has made great contributions to mathematical science, and the great achievements of mathematicians in China are indelible. China is one of the ancient civilizations in the world. From the 3rd century to the 6th century, China has been in a leading position in the field of mathematics, such as "Yang Hui Triangle" and "Pythagorean Theorem". These materials can let students see the great achievements made by our country and nation in the field of mathematics, thus stimulating their national self-esteem and self-confidence and making them realize that their generation has the responsibility to inherit and carry forward the glorious tradition of the nation. Especially, in combination with mathematics courses, consciously introducing some touching stories of China mathematicians can greatly stimulate students' patriotic enthusiasm. Contemporary mathematicians in China or Chinese mathematicians are also advanced in some fields of mathematics. The former is like Liu Hui, the ten-time world champion of ancient mathematics in China. The latter is like contemporary Chen Jingrun, whose research in mathematics, especially the proof of Goldbach's conjecture, is in the forefront of the world. These materials are excellent materials for patriotism education and have good moral education value. (2) Humanistic mathematics activities in concept teaching are mainly mathematical thinking activities. Mathematical thinking is dialectical thinking at first, which is characterized by the variability, duality, contradiction, centralization, mutual connection and mutual restriction of cognitive concepts and relationships. Mathematical materials are full of dialectics, and the laws of mathematical thinking activities reflect the dialectical laws in a concentrated and concise way. Practice has proved that paying attention to the education of students' contradiction, movement development and change in the teaching of mathematical concepts can help students to form a dialectical view of understanding and methodology in the learning process, and at the same time let them form a dialectical view of understanding and methodology in a subtle way. For example, when teaching the unified definition of conic, we can first make sure to use it to improve students' understanding that the development of things is an infinite alternating process from quantitative change to qualitative change and from qualitative change to quantitative change. In fact, when the eccentricity e approaches 1 from zero, the curve is elliptical, and it gradually flattens from approaching the circle, which is a quantitative change process. When e= 1, a qualitative change has taken place, which is no longer an ellipse but a parabola. When e >: 1, the curve becomes hyperbola again, which is followed by a quantitative change process. As e approaches infinity, the curve becomes qualitative again and becomes two intersecting straight lines. This shows that the change of eccentricity e causes the change of ellipse, parabola, hyperbola and two intersecting straight lines. Obviously, mathematics is full of dialectics. In the process of teaching, we should seize the opportunity to reveal to students, which can not only deepen students' understanding of mathematical concepts, but also enable them to discover and improve them, laying a good foundation for the formation of students' dialectical materialist world outlook. (3) Exercise teaching of humanistic spirit in mathematics teaching is inseparable from exercise teaching, which can cultivate students' exploration spirit, a rigorous and simple spirit. For example, the exercise teaching of analytic geometry can cultivate students' enterprising and exploratory spirit, while the exercise teaching of algebra can tap a rigorous spirit. In exercise teaching, it can better reflect the consciousness of cooperation and communication between teachers and students and cultivate students' good personality. Third, the cultivation of humanistic spirit in mathematics teaching If we deeply understand the humanistic spirit embodied in mathematics teaching, we can actively, flexibly and consciously cultivate students' humanistic spirit in teaching. (1) What kind of teaching form is adopted in the reform of classroom teaching form actually affects the formation of students' personality invisibly. It is an important question whether we can take students as the center and highlight the main role of students in teaching. The impromptu teaching method, which is student-centered and flexible in dealing with students' questions in learning, is to change the traditional one-on-one boring teaching mode and lack of communication between teachers and students, and become a multi-directional, vivid and warm-hearted conversation and discussion between teachers and students. There is respect for students, equal and friendly exchanges, and heated debates on different opinions. In the exploration of students' problems, teachers deal with them flexibly from a macro perspective and grasp the key and difficult points in classroom teaching. From this kind of classroom teaching, students learn to dare to express their personal opinions, learn democratic consultation, learn to respect others, and learn the correct way to learn knowledge. Only in this way can we display our individuality, be democratic and centralized, be independent, not follow the crowd, and respect the sound personality of others. It can be gradually developed in the form of classroom teaching. In this classroom atmosphere, students' ability to analyze problems will be continuously improved, and at the same time, the humanistic quality will be improved. (2) The treatment of classroom teaching content has a great influence on how to deal with the humanistic factors and the cultivation effect of humanistic spirit in mathematics textbooks. (1) With vivid and rich mathematical knowledge and application, students are encouraged to pay attention to the design of classroom teaching, teach individual contents as individual points, and consider them from a macro perspective, so that students can understand and think from a broader perspective in the connection between old and new knowledge, which can expand the humanistic spirit embodied in teaching contents to breadth and depth, thus providing students with humanistic information and making them more intense in the process of rich connection and imagination from point to point. Mathematics knowledge in textbooks is often abstract and simple, and there are often vivid and rich background materials behind these abstract and simple mathematics knowledge, which will make boring mathematics knowledge come alive and become a powerful driving force to motivate students to learn mathematics. For example, the background materials of exponential function and logarithmic function are cell division and replication respectively. (2) Describe the infection vividly and inspire students with vivid metaphors. "The learning process of any knowledge is always accompanied by emotional activities." With vivid metaphors and descriptions, teachers combine knowledge and interest closely in teaching, which can not only improve students' learning efficiency, but also stimulate students' interest in learning mathematics and enhance their desire to learn mathematics. For example, the first chapter of the new textbook for senior one (experimental revised edition) has a review reference question: ax2+2x+ 1=0 has at least one negative real root if and only if () A.00, let b2=a2-c2 change (2) to (3). Equation (3) has a simple and symmetrical structure and is regarded as an ellipse. At the beginning, the coordinate system shown in the above figure was set to |F 1F2|=2C, which is a clever move, which can simplify the operation process and make the final form more concise and beautiful. At first, the letter B was artificially "introduced" for the sake of pursuing the symmetrical beauty of the equation, but later it was discovered that A and B were just the lengths of the long and short semi-axes of an ellipse, which made the letter B contain distinct geometric meaning and embodied the unity of "beauty" and "truth". (3) Training in Inquiry Learning (1) Training in Inquiry Concept Teaching Mathematics learning is an activity and a re-creation activity of students under the guidance of teachers. Since mathematics learning is an activity, it is the embodiment of the vitality of teachers and students first. This kind of vitality should be shown in the classroom. Teachers try to introduce students into "an activity" so that students can get a positive life experience to satisfy their desire for knowledge, expression and development. In the process of exploring the formation of mathematical knowledge, I think the beauty of mathematics comes from my own mind in class. They are inventors and creators of mathematics, enabling students to develop and improve their individuality and subjectivity on the basis of a series of behaviors. For example, in the teaching of the first N-sum formula of geometric series, it is worth studying whether to teach students the first N-sum formula of geometric series as a conclusion or to conduct research study around this conclusion. The author first creates problem situations to guide students to carry out research-based learning. "It is said that when the king of ancient India played chess for the first time, he was deeply fascinated. He decided to reward the inventor of chess and let the inventor make his own demands. The inventor pointed to the chessboard and said to the king,' Put one wheat in the first box, two wheat in the second box and four wheat in the third box, and fill in 64 boxes according to this rule. The king objected, "No, no, this wheat is not a reward." But the inventor insisted. Thinking starts from here, creating a relaxed and harmonious classroom atmosphere, making students' heartstrings and teaching scenarios ring, spontaneously starting the thinking mechanism and quickly entering the problem scenario. The questions raised aroused students' great interest, and some students began to calculate. Inquiry learning has begun. In the process of learning, students' subjectivity is fully exerted, and students' consciousness of subjectivity, active participation and cooperation and communication is cultivated. (2) Training and practicing more in the teaching of research exercises, aiming at mastering the existing knowledge and skills. The so-called practice makes perfect, that is, mastering skills and skills, and mathematical ability is not the same as skills and skills. It's a drop in the bucket to practice more, even the problem sea tactics. Only by changing teaching practice into teaching "research" and "exploration", and changing problem-solving training into problem-solving discovery, can students master research-based learning methods and conduct in-depth problem-solving research, so that students can explore the process of knowledge generation and application with "multiple solutions to one problem" and study the formation process of mathematical methods with "multiple solutions to one problem", that is, the principles and application processes of methods such as mastery, induction, deduction, analysis, synthesis, association and analogy. At the same time, we should pay attention to finding application problems from real life and comprehensively using all aspects of knowledge to analyze and solve application problems. For example, the parabola y2 = 2px (p >; 0) intersects a parabola, and the ordinate of the two intersections is y 1, y2. Verification: y 1y2 =-p2. This problem seems insignificant, but its conditions have appeared in many problems. Grasp this * * * condition, guide students to explore learning, remove the conclusions from the questions and turn them into open-ended questions with conclusions. What conclusions can be drawn from the above conditions? Then guide students to make full use of parabola definition, standard equation, figure and its quantitative relationship by means of thematic guidance, association analogy, inductive guidance, intuitive epiphany and transformation correspondence according to conditions. , access to information, reasonable deduction, draw a series of conclusions, and then exchange and discuss with each other in class, so that students' mathematics can go to a new level. At the same time, it also tests students' perseverance and cultivates a kind of courage to climb upwards. In the classroom, the cooperation and communication between teachers and students have developed students' healthy personality. (3) Training in Research Practice Homework The newly compiled high school textbooks add research practice homework, which provides a broad world for cultivating students' humanistic spirit. For example, when designing a residence located at 300 north latitude, it is stipulated that the building shadow in the front row (south) should not exceed the bottom balcony (balcony height is 1.35m) in the back row (north) at noon on the winter solstice (when the sun is in direct contact with the Tropic of Cancer). The tropic of Capricorn is known at 23.50. (1) south latitude. If the designed house is a seven-story building with a north-south direction (each floor is about 2.85m), how many meters should there be between two seven-story buildings? (accurate to 0. 1m)(2) A developer acquired a piece of land with a length of 150m from north to south. If the first row of houses from the south is at least 5m away from the south edge of the plot and the last row is at least 10m away from the north edge of the plot, the width of each house is 10m, and seven-story houses can be built from north to south in turn. (3) At this time, if a seven-story building near the southern end (as shown in the figure) is converted into a high-rise residential building (other floors remain unchanged), how many floors can the building build to make rational use of land? (For the sake of simplicity, let's take SIN 23.50 = 0.40, COS 23.50 = 0.9 1, COS 300 = 0.87.) Fourth, some thoughts on the influence of different disciplines, at most, use some superficial knowledge of humanities and sociology to educate students, which can't achieve the real educational purpose at all. Therefore, teachers should pay attention to several points in the teaching process: 1, and strengthen their own scientific spirit and methodology learning. From its essence or ultimate goal, modern educational theory should attach importance to human development, and its basic function is to construct human spiritual world. In the process of classroom teaching, we should oppose all kinds of absolutism and dogmatism teaching methods that stifle students' research spirit and consciousness. 2. Establish a scientific and humanistic teaching concept. Adhere to science-humanities education, that is, take science as the basis and means and humanity as the value and purpose. 3. The combination of scientific humanities education and practical activities requires educators to fully consider the subjective initiative of the educational subject and attach importance to the subjectivity of the educated. In short, in the process of science and humanities education, students are encouraged to get close to nature, explore nature and finally establish a harmonious relationship with nature. Position your outlook on life, values and world view between man and nature.