1 the value of mathematical culture
The application value of 1. 1
Mathematical culture is widely used in social life and is an important support for the development of modern science and technology. For example, at present, the research and development of computer software and the development of information technology are carried out on the basis of mathematical culture. At present, most computer software uses binary algorithm, which is the concrete application of mathematical methods. It can be said that the core of the development of modern information technology is mathematics. At the same time, in social life, shopping in shopping malls, online games, wage settlement, welfare lottery and so on are inseparable from mathematics. Therefore, mathematical culture has a strong use value.
1.2 educational value
Mathematics culture is an important part of culture, which can improve the mathematics literacy of mathematics learners. Mathematical spirit, mathematical thought and so on will have an impact on our spiritual thinking, and then affect our thinking mode and thinking ability. At the same time, mathematical culture can make people understand the connotation and charm of mathematics, teach us to use mathematical ideas, observe the world and think about problems, raise our perceptual knowledge to rational knowledge, make us learn to think rationally, and then cultivate our innovative consciousness and innovative thinking.
1.3 aesthetic value
Mathematical culture has high aesthetic value. Mathematical culture not only contains mathematical knowledge, but also contains profound philosophy, which is implicit and profound, and contains rich philosophical beauty in abstraction. At the same time, many people think that mathematics is an inscrutable rational subject. Although it is different from the intuitive appreciation of art, the aesthetic value of mathematical culture has also attracted the attention of all walks of life. For example, the golden section theory is often used in architecture. In addition, mathematical achievements have the same aesthetic value as mathematical research. From the connotation of mathematical research, the result of mathematical research is also a work of art, which can edify people's thoughts.
2 the infiltration principle of mathematical culture in senior high school mathematics teaching
2. 1 The principle of choosing the content of mathematical culture
First of all, the infiltration of mathematical culture in senior high school mathematics teaching should actively follow the principle of correlation, and choose mathematical culture related to mathematical knowledge to explain to students, which not only strengthens students' understanding of mathematical culture, but also deepens students' understanding of knowledge; Secondly, the infiltration of mathematical culture in senior high school mathematics teaching should actively follow the principle of fun, teach students interesting mathematical culture, activate the classroom atmosphere, stimulate students' curiosity, and then improve students' interest in learning; Thirdly, the infiltration of mathematical culture in high school mathematics teaching should actively follow the principle of moderation, so that the infiltration of mathematical culture can be organically combined with mathematics teaching. If we spend a lot of time explaining mathematical culture in mathematics teaching, teachers will not be able to complete the teaching task and students will not be able to master mathematical knowledge and skills. Finally, the infiltration of mathematical culture in senior high school mathematics teaching should actively follow the principle of usefulness, and choose the mathematical culture that plays an important role in social life to explain, so that students can truly feel the important significance of mathematical culture to social life and strengthen their attention to mathematical culture.
2.2 to carry out the principles of mathematical culture teaching
First of all, we should pay attention to the essence of mathematics and explain the concepts and definitions of mathematics to a certain extent, so as to deepen students' understanding of them. For example, when explaining mathematical concepts to students, students won't memorize to understand the connotation of mathematical concepts, but in the process of explaining mathematical concepts, adding the explanation of mathematical development history and mathematical essential knowledge will deepen students' understanding of mathematical concepts; Secondly, we should pay attention to the exchange of students' ideas when infiltrating mathematics culture in senior high school mathematics teaching. In the process of explaining mathematical culture, we should not only make students accept mathematical culture, but also arouse students' thinking about it. Teachers should actively communicate mathematical ideas contained in mathematical culture with students, so as to cultivate students' mathematical ideas and mathematical thinking.
3 infiltration strategy of mathematical culture in senior high school mathematics teaching
3. 1 Introduction to the History of Mathematics
The infiltration of mathematical culture in senior high school mathematics teaching should first make active use of mathematical culture to set up situations, use situational teaching method to lead in the classroom, and use mathematical stories to arouse students' curiosity, thus stimulating students' interest in learning; Secondly, the infiltration of mathematical culture in high school mathematics teaching should pay attention to the explanation of mathematical history, introduce the origin of mathematical knowledge to students, strengthen students' understanding of mathematical history, and then deepen students' grasp of the importance of mathematics; Finally, we should attach importance to the enlightening role of mathematics culture in senior high school mathematics teaching, actively introduce mathematicians' stories to students, publicize mathematicians' hard-working spirit and persistent consciousness, and use mathematicians' stories to inspire students, thus strengthening their awareness of learning mathematics.
3.2 Show mathematical aesthetics
First of all, mathematics culture should be infiltrated into high school mathematics teaching, and mathematics teachers should actively show students the beauty of unity of mathematics, so that students can deeply understand the relationship between the whole and the part of mathematics, so that students can unify the whole and the part of mathematics knowledge in the process of learning mathematics, and then build a complete mathematical knowledge system; Secondly, math teachers should actively show students the concise beauty of math culture, explain math language in detail, guide students to appreciate the simplicity of math language, and guide students to appreciate the concise beauty of math culture in the process of solving math problems.
3.3 infiltration of mathematical thought
The infiltration of mathematical culture in high school mathematics teaching should first actively infiltrate the idea of mathematical reduction, so that students can learn to turn culture into common problems when they encounter mathematical problems, and then discover the laws and methods of solving problems; Secondly, high school mathematics teaching should actively infiltrate the idea of combining numbers with shapes and teach students to solve problems by combining numbers with shapes; Finally, high school mathematics teaching should actively infiltrate the idea of classification and integration, guide students to classify and integrate mathematical knowledge and mathematical laws, and then explore mathematical problem-solving skills.
4 abstract
This paper analyzes the value of mathematical culture and its infiltration in teaching from the perspective of teaching. Under the background of the new curriculum reform, mathematical culture is of great significance to the cultivation of students' mathematical literacy. Therefore, mathematics culture has become an important part of current mathematics teaching. At present, the infiltration of mathematical culture in senior high school mathematics teaching is not perfect. The author hopes that researchers can study mathematical culture from more angles, so as to accelerate the infiltration of mathematical culture in high school mathematics and improve students' mathematical literacy.