We can take various forms to pursue the history of mathematics development from ancient times to the present; We can also start from the practical mathematics problems that students are familiar with, trace back to the source, and look back at the important events and figures in the process of mathematics development. For example, starting from "How many counting methods do we have now", trace back to the historical counting methods (Babylonian 60, Britain 12, computer binary and 10, binary and China gossip). For another example, we can start with π that students are familiar with, ramble about Zu Chongzhi's achievements, calculate π by random numbers, and introduce how ancient Greece and China treated irrational numbers. At present, computers can calculate π' s decimal places.
2. The arrangement of teaching content can be appropriately adjusted according to the specific situation. The content should highlight the ideological content, the track of mathematical development and the scientific spirit of mathematicians' hard struggle. The selection of content should conform to the students' acceptance level, and the presentation should be illustrated, colorful and arouse students' interest.
3. Teaching methods should be flexible and diverse, such as telling stories, discussing and communicating, consulting materials and writing reports. Encourage students to write their own research reports on the historical trajectory, historical events and people they are interested in.