数学文化视域下高等数学课程思政元素的挖掘与应用

In order to implement the spirit of General Secretary Xi Jinping's speech and the deployment of the Ministry of Education's "Education of all staff, education of the whole process, and education of all aspects", it is a useful exploration to carry out ideological and political construction of higher mathematics courses from the perspective of mining mathematical ideological and political elements. It can not only increase the interest of the mathematics classroom, but also influence and educate students from the mathematics culture. Teachers need to strengthen their mathematics cultural literacy, update their teaching concepts, penetrate mathematics thinking methods into higher mathematics teaching, and infiltrate the history of mathematics into higher mathematics teaching. This will have a positive impact on improving students’ comprehensive mathematics literacy, stimulating students' enthusiasm for mathematics learning and cultivating students' ability to solve practical problems. This subject adopts comparative research methods, practice test methods, summary induction methods and other research methods. In this paper, by effectively linking cultural elements such as mathematics culture, mathematics history, and the biography of mathematicians with the advanced mathematics knowledge system, the ideological and political elements of mathematics knowledge are found. The mathematics application cases are fused and the relationship between mathematics and other disciplines are clarified. After that, the ideological and political teaching plan from the perspective of mathematical culture was worked out. Using reasonable and effective teaching methods, combined with the Internet + new technologies and new methods, mathematical ideological and political elements will play a role in students’ education. The author combined with work practice, completed the book "Ideological and Political Elements of Higher Mathematics Course from the Perspective of Mathematical Culture".

贯彻落实习近平总书记讲话精神和教育部三全育人工作部署，开展高等数学课程思政建设工作。从数学文化的视域下挖掘数学思政元素是一种有益的探索，既能增加数学课堂的趣味性，又能从数学文化中让学生受到影响和教育，可谓一举两得。通过加强教师自身的数学文化素养， 更新教学理念，将数学的思想方法贯穿于高等数学教学中，将数学史渗透到高等数学教学中，对提高学生的综合数学素养、激发学生数学学习热情、培养学生解决实际问题的能力等方面都将产生积极的影响。本课题采用比较研究法，实践检验法，总结归纳法等研究方法，将数学文化、数学史、数学家传记等文化元素与高等数学知识体系有效衔接，找到数学知识的思政元素点，融合数学应用案例、数学与其他学科的关系，制定出数学文化视域下课程思政教案，利用合理有效的教学方法，结合互联网+新技术新方法将数学课程思政在学生教育中发挥作用。结合工作实践，形成专著《数学文化视域下高等数学课程思政元素》。

习近平总书记在全国高校思想政治工作会议、全国教育大会、学校思想政治理论课教师座谈会等不同会议上多次强调：“用好课堂教学这个主渠道，坚持显性教育和隐性教育相统一，挖掘其他课程和教学方式中蕴含的思想政治教育资源，各类课程都要与思想政治课同向同行，形成协同效应，实现全员全程全方位育人”.课程思政作为一项系统的育人工程，是落实立德树人的关键所在。本项目在数学文化的视域下开展课程思政建设，将数学文化宽泛化，将一切有利于学生成长成才的因素调动起来，可以是数学发展史、数学家的奋斗故事、数学知识在科技、文化、艺术、生活中的应用，也可以是时事政治中、文学中、历史学中、美学中数学的呈现。将数学之用、数学之理、数学之美、数学之趣、数学之妙、数学之奇合理有度的展示在学生的学习过程中，提高课堂的知识性和趣味性，让学生快乐学习。从人才培养的角度出发，合理设计课程思政的教学体系，有效避免课程思政的误区。从而把课程思政理念融通于高等数学一流“金课”建设全过程。.经过探索实践与总结，课题组讲授的高等数学课程，基本实现章章有文化，节节有思政，把学生思政教育有机融入到数学课堂中，极大增强了学生的学习兴趣。在课题组全体成员的共同努力下，逐渐摸索出一套行之有效、可推广可复制的课程思政建设方法即挖掘课程思政元素的“数学+”模式，课程思政建设的“六有”工作法，课程思政实施的“1259”工作方案。让课程做到教学和育人协调统一。