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/).

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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  -