Research on Higher Vocational Calculus Teaching and Cultural Quality Education
- DOI
- 10.2991/ecss-19.2019.30How to use a DOI?
- Keywords
- mathematics education; higher vocational mathematics teaching mode; mathematics culture.
- Abstract
The reform of mathematics education in China has lasted for more than half a century, but so far it still feels that the effect of reform is not significant. There is a disagreement about the “what is mathematics” and the related “what is the purpose of mathematics education”. As the essence and core of the scientific concept of development, "people-oriented" has gradually penetrated into all levels of society, as well as the mathematics education sector. Since the 1980s, the study of the socio-cultural level of mathematics has increasingly become the research topic of the mathematics education community, and gradually recognizes the profound connotation of mathematics culture. This paper combines the status quo of calculus learning of higher vocational students, takes the mathematical culture view as the theoretical basis, and studies the innovative higher vocational mathematics teaching mode, which is to cultivate mathematics spirit and infiltrate mathematics culture in the overall quality-oriented classroom teaching. Educational model. Higher mathematics teaching in the new mode emphasizes that students learn to use mathematical thinking to observe the surrounding things and analyze and solve practical problems.
- Copyright
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Yinmu Wei PY - 2019/04 DA - 2019/04 TI - Research on Higher Vocational Calculus Teaching and Cultural Quality Education BT - Proceedings of the 1st International Symposium on Education, Culture and Social Sciences (ECSS 2019) PB - Atlantis Press SP - 153 EP - 158 SN - 2352-5398 UR - https://doi.org/10.2991/ecss-19.2019.30 DO - 10.2991/ecss-19.2019.30 ID - Wei2019/04 ER -