From the perspective of educational philosophy, mathematics education is a historical process of continuous development under the interactive influence of humanistic education thought and scientism education thought. At the turn of the century, an important theme of today's education is to improve the national quality and cultivate new scientific and cultural people. Therefore, a new educational concept-quality education came into being. According to Marxist historical materialism, this view of education is not a mechanical denial of traditional ideas, but an inheritance and evolution of history and a new development of the integration of traditional science education and humanistic education. First, the connotation and characteristics of integration are literally "integration under overall planning", that is, organic combination and mutual penetration. This is a newly used concept in scientology, which expresses the knowledge of disciplines (marginal disciplines and interdisciplinary disciplines) produced by the high integration of various disciplines and knowledge. This term has been widely used in various disciplines. The integration of science and humanities in mathematics education is not simply a "mixture" of the ideas of science education and humanities education, but has specific connotations and characteristics. Mathematics is a unique science independent of humanities and natural sciences. The study of modern mathematical philosophy shows that mathematics is not only a scientific tool, but also a culture. Mathematics education has not only scientific value, but also cultural value, which plays an inestimable role in people's all-round development and the formation of perfect personality. The historical development and philosophical research of mathematics education provide a theoretical basis for the feasibility of integrating science education and humanities education in mathematics education. The integration of science education and humanities education in mathematics education should first consider its own internal laws. The scientific value and humanistic value in mathematics education are a unity, mathematics knowledge is the carrier of its thought and spirit, and the application of mathematics is multi-level. On the surface, it is the application of knowledge, so it must run through the concept of science education and take the imparting of knowledge as the most basic requirement. No one can deny the power of knowledge. In a deep sense, it is the application of ideas, spirits and methods, which embodies profound cultural values and affects people's way of thinking, intellectual development, aesthetic taste and ethics. The task of mathematics education in basic education is not a kind of vocational training, and the cultural value of mathematics education should be paid attention to. The integration of science education and humanities education in mathematics education also has the characteristics of the times. Since the birth of calculus in the18th century, the achievements in the application of mathematics have emerged one after another, and the inherent instrumental character of mathematics has become increasingly prominent, so that people forget another more important cultural character. Utilitarianism and pragmatism tend to exclude the educational function of humanism. The cultural value of mathematics has become the research content of a few philosophers, which has not attracted the attention of the majority of mathematics educators, and the cultural value of mathematics education is not even understood by people. In the west, utilitarianism occupies a dominant position, emphasizing the limitations of mathematics in application, and new humanism has attracted people's attention. How to integrate, we must combine the actual situation and reflect the characteristics of the times. Second, the meaning of integration 1957, the British scholar C.P. Si Nuo delivered a speech entitled "Two Cultures and the Scientific Revolution" at Cambridge University, which caused a * * * discussion in the intellectual circle. He believes that there is a gap between humanistic culture and scientific culture, and the fundamental reason for this situation is the separation of scientific education and humanistic education in education. However, scientific culture and humanistic culture are complementary and compatible, and the integration of the two cultures should be based on the integration of science and humanities in education. With the rapid development of modern science and technology, generalist education has received extensive attention. Human knowledge is moving from high differentiation to high integration. The frontier disciplines of science are mostly interdisciplinary, and humanities and natural sciences have become two inseparable parts of human culture. Natural scientists need artistic literacy, while humanities scholars cannot do without scientific literacy. The cultivation of compound talents calls for the integration of science education and humanities education. The inherent law of mathematics education urgently needs the integration of science and humanities. On the one hand, people have realized that the value of mathematics education is not only embodied in instrumentality, but also in super-utility. Mathematics can cultivate people's sentiment, purify people's soul and give people beautiful enjoyment. On the other hand, the research of modern pedagogy and psychology shows that human motivation, emotion, will and other factors play an indispensable role in mathematics learning and human intellectual development. However, in the actual mathematics education, we often only pay attention to the teaching of concepts, theorems, formulas and logical reasoning, and lack the correct guidance to students in aesthetics, will, emotion, values and sense of responsibility, which leads to students' lack of comprehensive, complete and correct understanding and understanding of modern life, which is not conducive to the harmonious development of students' body and mind. Historical lessons tell us that it is extremely harmful to separate the instrumental value and cultural value of mathematics education. The high development of modern science and technology can not be separated from mathematical tools, and mathematics has great and potential economic value. However, science and technology cannot represent everything in the development of human society. If school education only pays attention to the instrumental function of scientific and technological development and ignores the function of people's own development, it will promote the tendency and development of utilitarianism, the moral standard of society will decline, and civilized society will also appear corruption and collapse. This phenomenon has become a hidden danger in today's society and attracted the attention of people of insight. Mathematics is a kind of culture, especially the rapid development of computer technology, which has formed a "digital" and "mathematical" lifestyle. Mathematics affects people's way of life through its way of thinking, even their way of life. The value of mathematics education has gone beyond the level of tools and entered the field of humanities. Humanistic education concept pays attention to the promotion of individual freedom, value and dignity, and attaches importance to moral ethics, aesthetics and emotional education. People try to integrate culture, balance society and change the situation of mutual incomprehension, distrust and selfishness in interpersonal relationships. Mathematics education is an important position that cannot be ignored. At present, the "exam-oriented education" model with the goal of "entrance examination" has a very broad market in China, but the scientific value and humanistic value in mathematics education have not been paid due attention. The once popular slogan "Learn math, physics and chemistry well, and you are not afraid to travel all over the world" seems to attach importance to the scientific value of mathematics (physics and chemistry), but the essence is just to emphasize the position in the exam. From exam-oriented education to quality education, mathematics education should improve people's spiritual life through mathematics thought and spirit, cultivate people with sound personality and production skills, clear life goals, elegant aesthetic taste and ability to create and understand life, organically combine the values and ethics of human culture with the teaching of mathematics knowledge, and realize the integration of humanities education and science education. Therefore, the following relations should be correctly handled in the process of mathematics teaching: 1. Whether the value orientation of formal training and practical application of mathematics education is formal training or practical application has always been the focus of debate between humanities education and science education. If we want to integrate, any extreme move is not desirable. Starting from today's commodity economy society and China's national conditions, vigorously developing the economy is the central task. In particular, mathematics education should emphasize serving economic construction, closely integrate mathematics education with practice, appropriately reduce the formal requirements of mathematics, pay attention to essence, and form the consciousness of using mathematics. However, the application of mathematics can not be narrowly understood as just the application of knowledge. Mathematics education in basic education is not a kind of vocational education, and its application value as knowledge can only be limited. People seldom use mathematical knowledge in their daily lives, and the application of mathematics is reflected in many aspects. We can't completely deny the role of physical training, and some mathematical knowledge is worth learning even if it has no practical application value for the time being. 2. Knowledge, skills and way of thinking. Mastering the basic knowledge and skills of mathematics is a necessary condition for learning mathematics well. Paying attention to "double basics" teaching is also a major feature of traditional education in China, and there are many successful experiences in this regard. Mathematical thinking mode is the soul and essence of mathematics. Mathematics affects people's way of thinking through its way of thinking, and then affects people's way of life and even their way of life, thus embodying the cultural value of mathematics education. The teaching of mathematical thinking method is a weak link in mathematics teaching at present. Attaching importance to the teaching of mathematical thinking methods in mathematics teaching can not only improve the efficiency of mathematics teaching and reduce the burden on students, but also help to cultivate talents and improve their quality. 3. Logical reasoning and aesthetic intuition mathematics has always been regarded as a strict logical system, and mathematics plays an irreplaceable role in cultivating logical thinking ability. Mathematics is still an open cultural system. The process of mathematics development is inseparable from the illogical methods such as intuition, conjecture, observation, experiment, exploration and aesthetic feeling. Mathematics not only promotes the development of logical thinking ability, but also helps to improve image thinking and intuitive thinking ability. Invention depends on intuition, and aesthetic feeling is the driving force and source. Mathematics is not only an abstract deductive system, but also a beautiful paradise. The beauty in mathematics is different from the general natural beauty and artistic beauty, and has a unique form. Mathematical beauty is a lofty and supreme rational beauty, which is not easy for ordinary people to understand. Just like a the world famous paintings, an antique treasure, not all people can understand its true meaning. To understand the beauty of mathematics, we should also have certain mathematical literacy. In traditional mathematics education, the cultivation of mathematical logical thinking ability is overemphasized, while the intuitive thinking ability and the appreciation of mathematical beauty are neglected. Therefore, we should strengthen the cultivation of aesthetic consciousness and intuitive insight. 4. Cognitive learning and emotion intention emotion constitute learning motivation in the form of interest, desire and enthusiasm, which are the main non-cognitive factors guiding cognitive learning. Education should not only pay attention to the cultivation of cognitive ability, but also give consideration to the development of emotion. In fact, emotional behavior and cognitive activities are inseparable, and * * * is developing vigorously. Learning without emotion is not real learning, and almost all knowledge will have emotional elements, which complement each other. Intelligence is the foundation of creativity, and creativity is the advanced stage of intellectual development. A person's emotional behavior has a great relationship with stimulating creative potential. Mathematics activity is a highly creative activity, and mathematics learning is a process of re-creation. Cultivating students' creativity is an important task of mathematics education. Although the traditional education method pays attention to intellectual development, it ignores emotional behavior and overemphasizes unity, thus suppressing the development of students' personality. This is because personality is the premise of creation, and high creativity must have emotional intention factors such as ideals, beliefs, interests, persistence, enterprising, perseverance and dedication.