First of all, approach famous figures in mathematics.
Educating students with examples that reflect the great contributions of mathematicians in past dynasties in China, such as Liu Hui's supplementary proof of some problems in Nine Chapters Arithmetic, shows his creative contributions in many aspects. He was the first person in the world to put forward the concept of decimal, and used decimal to represent the cube root of irrational numbers. In algebra, he correctly put forward the concept of positive and negative numbers and the rules of addition and subtraction; The solution of linear equations is improved. In geometry, "secant" is put forward, that is, the method of finding the area and perimeter of a circle by using inscribed or circumscribed regular polygons to exhaust the circumference. He scientifically obtained the result of pi ≈ 3. 14 by using secant technique. Liu Hui's theory "carefully cut the circle and lose little;" Cut hard, can't cut, through, don't lose anything "can be regarded as the representative work of China's ancient limit concept. Through research, I also know that Liu Hui was upright and upright all his life, and dared to express his opinions and correct the mistakes of his predecessors under any circumstances. In the process of learning mathematics, he not only attaches importance to theoretical research, but also attaches great importance to integrating theory with practice. His academic spirit is bold, cautious and earnest. He honestly wrote down the questions he didn't answer and left them to future generations to solve. Liu Hui's life is a life of hard exploration of mathematics. Although the status is low, but the personality is noble. He is not a mediocre man who pursues fame and gain, but a great man who never tires of learning. Through this study of ancient mathematicians and celebrities, students can learn that our country not only has splendid ancient civilization, but also our people are full of wisdom. In ancient times and backward times, there were such great mathematicians who made great achievements in mathematics. Now that science is so developed, we are really ashamed of the ancients if we don't study hard. Let students follow their example and establish a sense of responsibility for national prosperity and national rejuvenation from an early age.
Second, collect mathematical historical materials.
"Do you know?" In the textbook. Most of them are mathematical historical materials, and the outstanding contributions of ancient mathematicians in China to mathematical research are introduced. In teaching, teachers should introduce some knowledge of the history of mathematics in time, fully tap the materials of the history of mathematics contained in the teaching materials, and closely link these contents with mathematics classroom teaching, which can not only enrich students' learning content, but also mobilize students' initiative in learning and cultivate students' sense of national pride and responsibility, so as to achieve the purpose of patriotism education for students. For example, when studying the circumference of a circle, students found through experiments that the circumference of a circle is always more than three times the diameter. At this time, the teacher takes out pi at the right time and introduces it to the students. People began to study what pi is a long time ago. About 2,000 years ago, there was a sentence in China's ancient mathematics book Zhou Bi suan Jing, which meant that the circumference of a circle was three times its diameter. About 1500 years ago, there was a great mathematician and humanist Zu Chongzhi in China. He calculated that pi should be in
Between 3. 14 15926 and 3. 14 15927, he became the first person in the world to calculate the value of pi to seven decimal places. This great achievement of his was at least earlier than the time when foreign mathematicians got such an accurate value 1000 years! The study of this passage has aroused students' strong national pride. At this time, students will be assigned an extended assignment: consulting materials, understanding the history of pi, the ancient calculation method of pi, the calculation history of pi, Zu Chongzhi's life story and so on. And use special time to organize students to report and communicate. In this process, students not only learned about the method and history of calculating pi by ancient mathematicians in China, but also realized the great and brilliant historical achievements of ancient mathematicians in China. Another example is the study of "Understanding of the Circle", which tells students that as early as more than two thousand years ago, there was an accurate record of the circle in ancient China. Mozi is a great thinker in China. In one of his works, he described it as "isometric circle", which was earlier than that in the west 1000 years. There are far more records about circles in ancient China. There is a saying in Zhou Huishu that "the circle comes from the square and the square comes from the moment". Through such introduction and research, students' strong sense of national pride can be aroused, and the purpose of patriotism education can be achieved, so that students can establish a sense of responsibility of studying hard, working diligently and actively contributing to the prosperity and rejuvenation of the country from an early age.
Third, appreciate traditional patterns.
Chinese traditional patterns are various and rich in content. They not only represent the long history of the Chinese nation, the development and progress of society, but also are great wealth in the treasure house of world civilization and art. From those ever-changing and simple traditional patterns, we can see the scientific and technological level of each era and the cultural tradition of the Chinese nation. The first unit of the ninth volume of the mathematics textbook shows students some ancient objects and patterns, such as the cylindrical bronze mirror, copper coins, jade, petal-shaped doorways and Fujian earth buildings in the Warring States period. Before learning, the teacher divided the class into five groups to learn about the relevant information, the origin, age, meaning or mathematical thought of each pattern. Students actively participated and received good results. After understanding and observing the data, students found that the design of patterns used the methods of rotation and symmetry in mathematical knowledge, striving to embody perfection and harmony and pursue a better life. While enjoying the exquisite patterns, the students felt the beauty of China's splendid textile painting art and mathematics.
Fourth, understand the ancient measuring tools.
The position and direction of Unit 2, Book 1, Grade 6, is mainly for students to learn to recognize and draw road maps through road maps. Speaking of identifying directions, the first thing students can think of is a compass, a tool for identifying directions. Compass, as one of the four great inventions in ancient times, has long been known to us, but our students know little about the history behind it. Therefore, combined with the content of this unit, the teacher designed two contents: (1) Now we know the nouns of orientation: east, south, west and north. So, what nouns are there in ancient times to express orientation? Through investigation, students learned that in ancient times, in addition to using southeast and northwest to express geographical orientation, there were roughly the following methods: 10. Yin and yang, 2. Five elements, three. Five colors, four. Four seasons, 6. Left and right, 7. Gossip, 9. Heavenly stems and earthly branches, 65438. About the compass. 1, the historical story of the compass 2, the origin of the compass 3, the invention of the compass 4, the development of the compass Through the understanding of these two contents, students' knowledge reserves have been greatly enriched, especially the understanding of ancient locative words and the research on the invention and evolution of the compass, which greatly enhanced their interest in further exploration and initially opened the mysterious door of ancient traditions for students.
In short, the educational methods of infiltrating traditional culture into mathematics classroom should be varied and colorful, so that traditional culture can permeate into teaching practice, and students can be influenced by China traditional culture in the process of learning mathematics, so as to realize the value of traditional culture and lay a solid foundation for future growth and development.