First, the question 1. The traditional mathematics education in China does not pay enough attention to the cultural value of mathematics, so the exploration of students' innovative potential, the promotion of subjective spirit and the promotion of personality development are all affected to some extent, resulting in the loss of mathematics' social function, thinking function and moral education function to some extent. 2. Many people think that the purpose of learning mathematics is only to further their studies. Once they enter colleges or work, as long as you are not a math major, math is almost useless. In fact, mathematics is a science to train thinking ability, especially logical thinking ability. Although there are other disciplines or ways to cultivate people's thinking ability, it can't be compared with mathematics in depth, breadth and system. Because in the process of mathematics learning, observation, comparison, analogy, speculation, abstraction, induction, generalization and other forms of thinking are playing a role. Therefore, the "educational function" of mathematics education is unconsciously produced. Some people have enjoyed the fruits of mathematics education in their life and work, but they just don't know it yet. The fundamental reason is that our mathematics education has not strengthened the "educational function". 3. As far as mathematics learning is concerned, many students' academic performance is not ideal, which is usually not an intellectual problem. This is a non-intellectual problem. Motivation, interest, emotion, will and personality always play a series of interrelated roles in the learning process, such as motivation, guidance, guidance, maintenance and reinforcement. Therefore, from the perspective of improving students' academic performance, we can't lack humanistic care. 4. The "educational function" of mathematics has been paid more and more attention by educational authorities and educators. Mathematics education in our country has paid attention to "double basics" to "two basics" and "three abilities", and then to "four basics". Until now, it has paid attention to mathematical thinking methods, aesthetic taste and moral education infiltration, which marks the continuous development and reform of mathematics education concepts. This reform requires that mathematics education should not only pay attention to intellectual development and ability training, but also pay attention to cognitive factors such as memory understanding, generalization and abstraction, as well as non-cognitive factors such as attitude, will, interest and motivation. We should not only attach importance to logical thinking ability, but also attach importance to aesthetic intuition and image thinking ability; We should not only attach importance to the education of dialectical materialism and patriotism, but also attach importance to the deeper mathematical spirit-scientific humanistic spirit. 5. The basic idea of "Mathematics Curriculum Standard (Experiment)" points out that mathematics is an important part of human culture. Mathematics curriculum should properly reflect the history, application and development trend of mathematics, the promotion of mathematics to social development, the social demand of mathematics, and the promotion of social development to mathematics development. The ideological system of mathematical science, the aesthetic value of mathematics and the innovative spirit of mathematicians. Mathematics course should help students understand the role of mathematics in the development of human civilization and gradually form a correct view of mathematics. Second, the significance of problem research: Mathematics is not only a tool, but also a culture. Therefore, as a disseminator of mathematical knowledge, teachers should not only teach students to solve problems and apply them, but also explore the cultural connotation of mathematics. Refine the cultural value of mathematics. Practical significance: 1. We can't expect every student to become a mathematician, but we can provide a mathematical culture, so that they can leave more mathematical consciousness and accomplishment and benefit for life. This is also the embodiment of the humanistic value of mathematics. 2. In the early 1990s, a group of mathematics educators called for strengthening the cultivation of mathematics application consciousness and ability. It is put forward that some mathematical knowledge should be applied in college entrance examination, which has promoted the reform of mathematics teaching and examination in China. In order to promote the spread of mathematical culture, the examination of mathematical culture has been added in the college entrance examination. For example, there is a college entrance examination question in a province: "Mao Zedong wrote in" Send away the plague ":'Sit on the ground and travel 80,000 miles a day', knowing that the volume of the earth is about eight times that of Mars. Then the circumference of the Great Circle of Mars is about _ _ _ _ _ Wan Li. " Third, the research experience of the problem 1. Mathematics is not only the best material for cultivating innovative thinking, but also the best material for cultivating innovative personality. The role of mathematics in cultivating innovative personality mainly depends on the humanistic value of mathematics: (1) Mathematics education can cultivate students' pragmatic quality. Accuracy of mathematical conclusion and rigor of mathematical reasoning. It can make students rationally realize that "seeking truth" and "being pragmatic" are the norms of all behaviors, thus forming the qualities of seeking truth, being pragmatic, being honest and trustworthy. (2) Mathematics education can cultivate students' good psychological quality. Students can effectively cultivate their psychological qualities of tenacious struggle, fear of failure and perseverance through personal mathematical research experience, and learn from mathematicians' spirit of not being afraid of hardship and failure. At the same time, when solving problems, they can often be influenced by methods and strategies such as "taking retreat as progress" and "gradual adjustment", and cultivate their broad mind of "being able to advance and retreat" imperceptibly; Effectively cultivate the good psychological quality of calmly analyzing problems, correcting mistakes and sticking to the truth in "adversity". (3) The teaching of special topics such as "Lecture on the History of Mathematics" can enrich students' mathematical historical materials, realize the important value of mathematics in the development of human culture, and glow students' national pride and pride. At the same time, China mathematicians at all times and all over the world are rock-solid in their careers, persistent in their pursuit and diligent in their research; Honesty and indefatigability in character will arouse students' lofty dedication in different degrees and from different angles. (4) The rigor and aesthetic feeling of mathematics help students to form a good emotional intelligence and improve their psychological structure. (2) Teachers should adopt diversified teaching methods to cultivate students' scientific humanistic spirit when designing teaching: (1) Relevant cultural background can be introduced when teaching mathematics knowledge; (2) Students can be encouraged and instructed to search, read and collect materials and documents on a certain topic, and on this basis, they can write some rich mathematical essays and popular science reports, and organize students to communicate; (3) Common-sense mathematical culture can be properly involved in the examination, and the design of the examination questions can be combined with arts and sciences for comprehensive thinking; (4) In teaching, we should try our best to visualize related topics, for example, using courseware and computer software; (5) Pay attention to important mathematical ideas, excellent mathematical achievements and humanistic spirit related to people and things, and run through ideological and moral education, which is short, vivid, interesting, natural, simple and easy to understand; (6) In teaching, teachers should consciously emphasize the cultural value, scientific value and aesthetic value of mathematics, which runs through the ideological and moral education and does not need to pursue the formal description of mathematics. 3. The cultivation of scientific humanistic spirit in mathematics teaching has the following requirements for teachers' quality: (1) Have a good teacher's morality, set a good example image in front of students, and do not bring sorrow and dissatisfaction into the classroom, but regard the classroom as a place to show their mathematics talents. (2) Maintain the dignity of students, make them like you, and never take learning mathematics as a means to punish students; (3) rigorous and innovative teaching; (4) comprehensive knowledge, with extensive knowledge of mathematical culture such as the history of mathematics; (five) to be able to skillfully use modern educational technology for teaching; (6) Pay attention to cultivating students with the beauty of mathematics, and strive to cultivate students' interest in learning mathematics; (7) full of humor. Reference: Cao Yiming. Scientific humanistic spirit in mathematics education. Middle school mathematics teaching reference, 200 1.5.