night是什么意思摘要
早在2003年普通高中数学课程标准中首次明确提出“体会数学的文化价值”作为高中数学教学的核心理念以前，教育各界对数学文化的研究就已经逐步开展，对于数学文化的概念与认识也提出了不同的看法，随着课程改革的进一步实施，数学文化融入课程中的研究也日益增加，课标提出的在数学教学中体现数学的文化价值受到普遍认可，但在实际的教学中，大部分教师并没有真正将数学文化知识融入高中数学教学，教师缺乏真正理解数学文化知识与数学课程内容之间的关联性。
随着教育部考试中心在“2017年普通高考考试大纲修订内容”中明确提出
将数学文化融入高考考试中，要求在高中数学教学中融入数学文化的内涵与其在教育中体现出来的科学、精神、审美方面的价值，数学文化从课标要求体会文化价值到真正纳入到高考数学命题中，体现了高中数学教育的“育人”精神，也符合培养学生核心素养的要求。
笔者通过查阅相关的文献资料发现，我国对于数学文化的研究多数为翻译外国学者的研究所得，研究多数停留于理论层面，而在实际高中数学教学过程中，教师对于数学文化融入数学教学也只是流于形式，并不能很好的引导学生体会数学的文化价值，在具体教学过程中，无法将数学文化很好地融入高中数学教学，随着教育部提出将数学文化融入高考考试中，教师对于高考中出现的数学文化的考察方式及考察内容也缺乏研究和总结。针对以上现象，笔者就数学文化融入高考试题的必要性和意义进行分析，提出
数学文化融入高考试题是文化的需要、学生对于数学本身的需要以及现实社会的需要。此外从素质教育理论和人本主义理论为高考中融入数学文化提供了理论依据，提出在教学中构建文化情境，用多元评价目标指导数学文化融入数学教学。然后，笔者将2008年至2018年全国各地高考数学试题中关于数学文化的试题进行整理分析，对高考试题特征进行分析、对试题取材来源进行分析。此外，笔者结合张奠宙教授提出的从数学文化角度分析数学核心素养，将数学文化融入高考试题从数学知识的本质、数学思想的应用
和数学文化美的三个角度进行分析，有助于提高教学质量。最后通过撰写本文，笔者认为数学文化融入高考数学不仅仅是融入到试题的考查中，而更多的是让数学文化走进高中数学课堂，这才是数学文化教育的核心，因此，提出了几点数课堂教学建议，希望各位教育工作者能够善于挖掘数学文化的内涵，将数学文化有思想、有深度的融入到高中数学教学中去，从而提高学生学习数学的兴趣，培养学生的数学价值观。
关键词：数学文化；高考考试；核心素养；教学过程；数学价值观
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Abstractposter
As early as in2003,the general high school mathematics curriculum standards clearly stated that"the cultural value of mathematics"was regarded as the core concept of high school mathematics teachin
g.Before the education of all walks of life, the study of mathematics culture has been gradually carried out,and the concept and understanding of mathematics culture was also propod.Different views,with the further implementation of curriculum reform,the rearch on the integration of mathematics culture is increasing.The cultural value of mathematics embodied in the teaching of mathematics is generally recognized,but in practical teaching,most of them Teachers do not really integrate mathematics and cultural knowledge into high school mathematics teaching.Teachers lack the true understanding of the relationship between mathematics and cultural knowledge and the content of mathematics curriculum.
With the Ministry of Education Examination Center clearly put forward the integration of mathematics culture into the college entrance examination in the "completion of the2017general college entrance examination syllabus",it is required to integrate the connotation of mathematics culture into the high school mathematics teaching and the science and spirit reflected in the education.The value of aesthetics, mathematics culture from the requirements of the curriculum requirements to understand the cultural value to truly incorporate into the mathematics proposition of the college entrance examination,reflects the"education"spirit of high school mathematics education,but also meets the requirements of cultivating students'core literacy.
Through reviewing relevant literatures,the author finds that most of the rearches on mathematics culture in China are for the translation of foreign scholars. Most of the rearches are at the theoretical level.In the actual high school mathematics teaching process,teachers only integrate mathematics culture into mathematics teaching.In the form,it is not a good way to guide students to understand the cultural value of mathematics.In the specific teaching process, mathematics culture cannot be well integrated into high school mathematics teaching. With the Ministry of Education's proposal to integrate mathematics culture into the
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college entrance examination,teachers are taking the college entrance examination. There is also a lack of rearch and summary on the way in which the mathematical culture emerged and the content of the investigation.In view of the above phenomena, the author analyzes the necessity and significance of the integration of mathematics culture into high-level examination questions,and propos that the integration of mathematics culture into high-exam questions is the need of culture,the needs of students for mathematics itlf and the needs of real society.In addition,the theory of quality education and the theory of humanism provide a theoretical basis for the integration of mathematics culture in the college entrance examination.It is propod to construct a cultural context in teaching and to guide mathematics culture into mathematics teaching with multiple evaluat
写给朱丽叶的信ion objectives.Then,the author analyzes the mathematics culture test questions in the mathematics test questions of college entrance examinations from2008to2018,analyzes the characteristics of the high test questions,and analyzes the source of the test questions.In addition,the author analyzes the core literacy of mathematics from the perspective of mathematics culture propod by Professor Zhang Dianzhou,and integrates the mathematics culture into the high test questions from the three aspects of the nature of mathematics knowledge, the application of mathematics and the beauty of mathematics culture,which helps to improve the quality of teaching.Finally,by writing this article,the author believes that the integration of mathematics culture into the college entrance examination mathematics is not only incorporated into the examination of the test questions,but more is to let the mathematics culture enter the high school mathematics classroom. This is the core of mathematics culture education.Point teaching suggestions in classrooms,I hope that educators can be good at mining the connotation of mathematics culture,and integrate mathematics culture into the teaching of high school mathematics,so as to improve students'interest in mathematics and cultivate students'mathematical values.
Key words:Mathematical Culture;College Entrance Examination;Core Literacy;
Teaching Process;Mathematical Values
tonight i celebrate my love目录
摘要........................................................................................................................III 目录........................................................................................................................V 第1章绪论 (1)
1.1研究背景 (1)
1.2研究问题及思路 (1)
1.3研究意义 (2)
第2章文献综述 (4)
2.1数学文化 (4)
2.2数学文化的教育价值及其地位 (7)
2.3数学文化与高考 (8)
第3章数学文化融入高考试题的必要性和意义 (12)绯闻女孩第三季插曲
3.1数学文化融入高考试题的背景 (12)
3.1.1数学文化融入数学教育的主要历程 (12)
3.1.2目前的教学现状 (12)
3.2数学文化融入高考试题的必要性 (13)
3.2.1文化的需要 (13)
3.2.2学生对数学本身的需要 (13)
3.2.3现实社会的需要 (14)
3.3数学文化融入高考的意义 (14)
第4章数学文化融入高考的理论依据 (16)
求职英语4.1素质教育理论 (16)
4.2人本主义理论 (18)
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4.2.1人本主义的教学理论 (18)
4.2.2人本主义学习理论对数学教学的启示 (18)
4.3多元评价目标指导下的数学文化 (19)
第5章数学文化在高考中的考查 (20)
5.1高考试题中数学文化考查类型 (20)
5.1.1高考试题特征分析 (20)
5.1.2数学文化高考试题取材的主要来源 (25)
5.2数学文化融入高考试题新热点——“数学作文” (33)
