First, the educational significance of mathematical culture
1. Promote the all-round development of students
In the past, traditional exam-oriented education made students lose their vitality, but today's fast-developing society needs all-round talents. Infiltrating mathematics culture in mathematics teaching is essentially "softening" science and making it more "temperature". Mathematics is a science with strong scientificity, and mathematical culture is its humanistic side. Only when students understand this part of human nature can they have a deeper understanding of mathematics and play a positive role in students' all-round development.
2. Enhance students' national self-confidence and sense of responsibility.
The development history of mathematics in China is brilliant. China's ancestors made outstanding contributions to the development of mathematics in China. There are countless outstanding mathematicians and mathematical works, such as Zhou Kuai Shu Jing and Nine Chapters Arithmetic Algebra and Calculation, which were the first mathematical works in the world at that time. Consciously letting students know about these histories in junior high school mathematics teaching will help students to be proud of their own nation, and at the same time, it will also inspire students' sense of responsibility to spread the excellent national culture. Driven by these two emotions, students gradually become interested in mathematics and fall in love with it.
3. Set an excellent example for students.
The power of example is enormous. In the development of mathematics, a large number of outstanding mathematicians have emerged, and some of them insist on mathematical research under extremely difficult conditions. For example, the mathematician Euler conducted mathematical research almost blindly, and some mathematical achievements were obtained through the efforts of several people or even generations. These examples can be the motivation to encourage students to study mathematics hard. In the process of mathematical culture infiltration, teachers can introduce relevant events to students, so that students can gain positive influence in a subtle way.
Second, the method of infiltrating mathematical culture in mathematics teaching
1. Digging deeply into the history of mathematics culture in textbooks
Some reading materials in junior high school mathematics textbooks are about mathematics culture and history. For example, when talking about algebraic expressions, Yang Hui's triangular material appeared in the textbook. Teachers can seize this opportunity to educate students. Yang Hui triangle, namely Jia Xian triangle and Pascal triangle, is a geometric arrangement of binomial coefficients in triangle. This is undoubtedly a bright spot in China's brilliant history of mathematics. After the introduction, teachers can lead students to deeply observe and study Yang Hui Triangle, so that students can learn from their background, which will certainly get twice the result with half the effort.
For another example, when teaching the quadratic equation of one variable, students can be properly introduced to the knowledge of "golden section": in ancient Greece more than 2000 years ago, a mathematician put forward an idea: to find that any line segment can be divided into two, and the ratio of the length of the long part to the short part is equal to the ratio of the total length to the length of the long part. This line segment divided by this point is the golden section. The golden section can be applied to many fields and plays an important role in artistic painting, clothing, aesthetics and other fields. Then explain its essence to the students. The problem raised by this mathematician can actually be solved by a quadratic equation with one variable. In this way, students' enthusiasm is improved at once, and they are full of expectations for mathematics learning. Mathematics is no longer regarded as cold numbers and formulas, but vivid stories and characters.
2. Ingeniously introduce problem situations related to mathematical culture.
After careful observation, we will find that the formation of many concepts and theorems in mathematics teaching is historic. Therefore, in junior high school mathematics teaching, we can appropriately introduce the problem situation about mathematics culture to improve students' interest in learning. For example, before teaching the concept of Pythagorean Theorem, we can ask: "Students, do you know Pythagorean Theorem? What other names does it have? Who proposed it? " Some students may know Pythagorean theorem, also called quotient height theorem, Pythagorean theorem, or Pythagorean theorem, but some students don't. But the purpose of asking questions is not to detect how much students know or don't know, but to stimulate students' enthusiasm for learning by asking questions. At the same time, at the beginning of teaching, we can appropriately extend the development process of Pythagorean theorem, tell the historical problems about Pythagorean theorem, and give students a different math lesson in the form of stories. I believe that this kind of teaching can not only make students feel the culture in mathematics, but also make students interested in mathematics.
3. Strengthen the teaching of students' history of mathematics by combining in and out of class.
Junior high school math class, a class is only 45 minutes, it is impossible for students to master all the math knowledge and fully understand the history of mathematics in such a short time. Therefore, math teachers should extend this work to extracurricular activities. For example, regularly recommend some books introducing the history of mathematics to students, such as Li Wenlin's Introduction to the History of Mathematics, Wang Xianchang's Introduction to Mathematical Culture, and ancient and modern mathematical thoughts. Let the students read after class, and then the teacher summarizes the books in class and communicates with the students the feelings after reading. After a long time, students will naturally form the habit of reading and know more about the history of mathematics, so the improvement of mathematics literacy is inevitable.
4. Rational application of celebrity effect in mathematical culture
The classical theories and humanistic thoughts of mathematicians at home and abroad are an inexhaustible source for us to infiltrate humanistic education and build spiritual civilization. In the process of mathematics teaching, we can also carry forward the spirit of Kadir, for example, he read extensively in his student days just to broaden his horizons; When he was young, he devoted himself to the scientificity and extensiveness of mathematics.
5. Understand the mathematical spirit conveyed by mathematical culture.
Junior high school is an important moment for teenagers' physical and mental development, and it is also an important moment for cultivating teenagers' good spiritual thought and character. In junior high school mathematics teaching, the implementation of mathematical spirit in the whole process of junior high school mathematics teaching is helpful to train students to treat everything with a scientific and rigorous attitude, pursue the ideology and morality of truth, and cultivate students to be fearless and dare to challenge any difficulties and hardships in the process of pursuing truth. However, although we emphasize the cultivation of students' dauntless spirit, we never ask students to have the attitude of "never giving up until they reach the Yellow River", and everything should be flexible at any time. The so-called "all roads lead to Rome" requires students to have the flexibility to become thinkers in addition to perseverance. The same is true of math learning. It is necessary to cultivate students' spirit of mastering things flexibly and their perseverance.
In a word, mathematical culture itself is the carrier of mathematical knowledge, the precious wealth accumulated by mathematicians in the process of exploring mathematical problems, and the embodiment of mathematical spirit. Therefore, in junior high school mathematics teaching, we should pay more attention to mathematics culture, strengthen the infiltration of mathematics culture, infect students with mathematics culture and guide them to learn mathematics, so as to improve students' enthusiasm for participating in mathematics learning, make students change from passive acceptance of mathematics knowledge to active absorption and digestion of mathematics knowledge, and finally "cure students' fear of mathematics" from the root, so that students can understand the true meaning of mathematics and learn mathematics well.