Mathematics culture is a unique spiritual symbol and precious spiritual wealth of mathematics discipline, and it is the foundation for mathematics discipline to stand firm in the wave of 2 1 century, which embodies the soul of mathematics.

The new curriculum reform has put forward a series of new ideas for higher vocational mathematics education, and cultural education is one of the important ideas. Through the integration of cultural infiltration education, students' mathematical ability is developed, and at the same time, their correct mathematical view is cultivated, so that students can feel the beauty of mathematical culture. Based on this, this paper starts with the connotation of mathematical culture, and on this basis, puts forward the infiltration way of mathematical culture in higher vocational mathematics teaching for the reference of relevant readers, and strives to improve the quality of higher vocational mathematics teaching to a new level.

Keywords higher vocational mathematics teaching; Mathematical culture; Infiltration strategy

Mathematics is an important part of human culture and the product of human development and progress. It plays an irreplaceable role in all aspects of human thinking development and life. However, in the actual teaching activities of higher vocational mathematics, teachers pay attention to the cultivation of students' mathematical ability, ignoring the infiltration of culture, which greatly restricts the development of students' comprehensive quality, and higher vocational mathematics education is gradually in trouble and predicament. In view of this, under the background of new curriculum teaching reform, relevant educators in higher vocational colleges should strengthen the dissemination of mathematical culture and the infiltration of mathematical thinking and spirit in the implementation of teaching activities, so as to improve students' mathematical level and lay a good foundation for their sustainable development.

I. Overview of Mathematical Culture

Mathematical culture refers to mathematical thought, mathematical spirit, mathematical method, mathematical viewpoint and its formation and development. In a sense, we can analyze mathematical culture from two aspects: directly speaking, mathematical culture refers to the mathematical charm that students feel in the process of participating in mathematical learning activities. Indirectly, mathematical culture means that students apply their own mathematical knowledge to practice, so as to combine it with people's ability, thus enhancing students' mathematical emotion.

For higher vocational students, they are more willing to accept the indirect meaning of mathematical culture. That is to say, if teachers can make mathematics culture play its indirect role in the practice of mathematics teaching activities, they can ignite students' emotional sparks about mathematics, let students deeply feel the inner charm of mathematics in characteristic and personalized teaching activities, fall in love with mathematics subjects, improve learning efficiency, and thus become all-round innovative talents.

Second, the infiltration of mathematical culture in higher vocational mathematics teaching

(A) the integration of mathematics history to enhance the humanistic quality of higher vocational students

Mathematics culture is a unique spiritual symbol and precious spiritual wealth of mathematics discipline, and it is the foundation for mathematics discipline to stand firm in the wave of 2 1 century, which embodies the soul of mathematics. For teachers who carry out classroom teaching activities, whether they have profound cultural background will directly affect their ability to control the classroom and directly determine their ability to give students a wide range of cultural influence and a correct view of mathematics. Therefore, teachers should take the integration of mathematics history as a breakthrough in the actual classroom teaching activities, and integrate mathematics and humanities through examples, so that mathematics classroom is no longer boring and students can truly realize that mathematics is a widely used culture.

Such as: in the professor? Basic concept limit of calculus? When can I be with Zhuangzi? A foot's worth, eat half a day, and you can live forever? Take limit as an example, describe a potential infinite change process to students, and the final destination is 0. Another example: explain? Infinitely small? Teachers can use the example of the second math crisis as a reference to tell students what caused the crisis. Infinitely small? And led to, until later Cauchy founded the limit theory, completely refuting Archbishop Becquerel's criticism of Newton? Infinitely small? Questioning the statement overcame the crisis.

(B) the beauty of mathematics to cultivate students' innovative spirit

Beautiful things can infect and touch students' emotions, and then achieve effective educational purposes. In the mathematics teaching class, teachers can combine the characteristics of teaching materials, impart knowledge, enlighten wisdom and develop ability, and at the same time, they can seize the opportunity to educate students with exquisite fragments of mathematics content, so that students can learn to appreciate from the perspective of art and thinking, and get emotional and thinking enlightenment from them.

However, due to the limitation of students' cultural literacy, personal knowledge base and experience, it is difficult to understand the beauty of mathematics even if they have a certain understanding of the relationship between something in mathematics and mathematics. Only by excavating mathematics emotion from the perspective of culture can we better reveal the charm of mathematics to students. For example: explain? The application of definite integral? At this time, the teacher can list the following questions: the surface of revolution obtained by a hyperbola rotating around it is an angle, and we can prove by integral that the volume surrounded by this angular surface is limited, but its surface area is infinite. Although this proof method is completely different from intuitive proof, it is convincing enough, and students can deeply appreciate the unique beauty of mathematics.

(C) the use of mathematical culture to cultivate students' quality and ability

Combined with the mathematics curriculum in higher vocational colleges, its teaching and education modes are mainly theorems, definitions, examples, proofs, derivations and so on. Due to the limitation of teaching mode and the lack of systematization of teaching content in higher vocational colleges, it is difficult to achieve good results in mathematics teaching, and it is also difficult for students to understand the essence of mathematics in this process. In order to solve the problems existing in the current mathematics curriculum and education mode and cultivate students' mathematical literacy and knowledge application ability, we must have a deep understanding of mathematics culture, so that students can realize that the essence of mathematics is no longer formulas and theorems, but the ideas it contains. Therefore, teachers can devote themselves to the integration of mathematical culture and classroom teaching content, and help students better pursue mathematical truth and actively explore and discover.

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To sum up, in today's deepening education reform, facing the environment where challenges and opportunities coexist, whether mathematics teaching in higher vocational colleges can catch the train of the times has become an important topic for relevant teaching workers. In order to adapt to the trend of higher education reform and development, relevant teaching workers should base themselves on the importance of mathematical culture education, closely combine with reality, proceed from the advantages of subject teaching, pay attention to complementary advantages and deepen teaching reform, so as to achieve the goal of improving the quality of mathematics teaching in higher vocational colleges and deliver more quality-oriented talents to the society.

References:

Chen Jie. Exploration of infiltrating mathematical culture to improve the function of higher vocational mathematics education [J]. Journal of Jilin Radio and TV University, 20 12 06.

[2] Chen Yeqin, TanJing, Liu Jia. Exploration and practice of integrating mathematics culture into higher vocational mathematics teaching [J]. Journal of Nanchang Institute of Education, 20 12 09.

[3] Yang Fan and Sun Weiwei. A new perspective of mathematics teaching in higher vocational colleges [J]. Journal of Tianjin Vocational College, 20 10 05.

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