Specifically, we might as well imagine here: what kind of situation would it be if we talked about "circle" in Chinese class? The teacher first drew a big circle on the blackboard, and then asked the students: What do you think of when you look at this circle? Students show rich imagination: a red sun; The moon of the fifteenth; This is the most beautiful figure in the world: I love you to death. . . . . .
Similarly, in the face of the question "There are five birds in the tree, and the hunter shot and killed two of them, and how many are left", if a student answers "There are no birds, because it is a family, and the hunter killed their parents, so all three birds can't survive." This student obviously regards math class as a Chinese class.
Of course, if the following happens in Chinese class, it will undoubtedly make teachers feel embarrassed: "We are learning the lesson" The Sun ",and just as I sum up, a little hand is held high. Ming-a child who likes to talk but doesn't express himself, often causes some trouble. I frowned and reluctantly let him stand up. He stammered,' Teacher, the sun doesn't. . . . . . Not round. . . . . . Hearing this, the students laughed and said,' We see the sun every day. How can it not be round? "But Ming blushed and stubbornly insisted:' Really, the sun is really not round. I read it in a book. . . . . . "
To sum up, Chinese class and math class really have different tastes, or Chinese class has its own unique "Chinese flavor" and math class has its own unique "mathematical flavor".
What is the unique taste of mathematics in mathematics class?
"Mathematical culture" has two different meanings. As far as basic education is concerned, the cultural value of mathematics mainly refers to the important influence of mathematics learning on people's way of thinking, values and even world outlook (although this influence mainly plays a role in a subtle way), that is to say, what we are talking about here is mainly the "mathematical culture" embodied in mathematics teaching.
Here, we can still point out the specific connotation of "mathematical culture" by comparing with Chinese teaching, which actually provides a direct answer to "what is the unique taste of mathematics in mathematics class". Chinese class is emotion-driven learning knowledge. For example, Chinese teachers often ask students to express their feelings in their own language (or an idiom), or ask students to describe some imaginary scenes in detail (different from books). Mathematics teaching also attaches great importance to the creation of atmosphere, but it embodies completely different emotions and completely different learning methods: mathematics class is based on knowledge instead of emotion.
Specifically, Chinese teaching should be said to involve some of the most basic feelings of human beings: love and hate in the world, the short and noble life of all things in nature, and the magic and joys and sorrows in the social and historical process. . . . . . However, mathematics teaching involves a different kind of emotion, because we hope that students will cultivate a new spirit in mathematics class: it cannot be regarded as innate, but an acquired rational spirit (which directly conflicts with the religious superstition or awe of nature that primitive humans generally hold); A new way of understanding: objective research (thus, this is directly opposite to the so-called "harmony between man and nature" and "interaction between man and nature"); A new pursuit: beyond the phenomenon to understand the hidden essence (what and why); A different aesthetic feeling: mathematical beauty (Russell described it as "cold and serious beauty"); A deep happiness: the happiness brought by intellectual satisfaction, the happiness after success; A new emotion: peace beyond the secular; A brand-new personality: good at independent thinking, not afraid of failure, and brave in persistence. . . . . .
To sum up, this is a unique culture: mathematics culture, and it is also the "mathematics taste" that mathematics classes should have.