渗透数学史对提高高中数学教学有效性的研究与实践

发布时间：2018-08-22 09:18

【摘要】：高中数学教学的有效性是人们当前关注的热点问题之一。提高高中数学教学的有效性可以有多种策略，在深入理解数学史的教育功能后发现，数学史在激发学生学习数学的兴趣、培养学生数学思维，接受数学文化的熏陶等方面的教育价值正是数学有效性教学所追求的。近年来，我国义务教育阶段数学课本中渗透了大量的数学史材料，高中数学课程也将“数学史选讲”专题编入选修内容之中。这都说明，在新课程背景下数学史应该走入课堂。但数学教师是否了解和认识数学史的教育价值，如何科学合理地选取数学史材料，，如何有效地渗透数学史进行数学教学并促进教学质量的提高等一系列问题需要我们在理论和实践中进行深入的探讨研究和回答。首先，本文通过研究内容的背景，研究内容的意义的介绍，并就渗透数学史对提高高中数学教学有效性的作用分析，来说明在高中数学课堂中渗透数学史是如何能提高高中数学教学有效性的；进而就如何科学选取数学史材料进行数学课堂教学，概括出几条标准、原则及渗透方法。其次，通过问卷、访谈、实证研究等实际调查，了解到数学史融入高中数学课堂教学的现状，得出初步结论：大部分高中数学教师对数学史的教育功能理解有偏差，他们既缺乏数学史知识，又没有在课堂中渗透数学史的积极性，在渗透数学史的教学方法上缺乏科学性和有效性。为实证渗透数学史确实能提高高中数学教学的有效性。笔者在实习期间，在校外导师指导下进行多次教学实验，对同一内容进行渗透数学史和不渗透数学史两种不同的教学设计，在两个平行班进行教学实验，然后通过测试、访谈、学生听课情况、课后作业完成情况来了解在不同班级的教学效果。虽然融入数学史的教学，对学生数学成绩的影响是长期的，不是一两节课就能立竿见影的，但是笔者是在指导老师长期进行数学史融入数学教学的基础上进行的实证研究，综合了指导老师长期教学实验的经验和自己进行教学实验的结论，都证明了高中数学教学中渗透数学史确实能提高高中课堂教学的有效性。最后，将自己在研究中的体会和感悟进行总结。并给出建议，希望能给教师们的实际教学提供有益的参考。
[Abstract]:The effectiveness of high school mathematics teaching is one of the hot issues that people pay attention to at present. There are many strategies to improve the effectiveness of mathematics teaching in senior high school. After deeply understanding the educational function of mathematics history, it is found that mathematics history is stimulating students' interest in learning mathematics and cultivating students' mathematical thinking. The educational value of accepting the edification of mathematics culture is the pursuit of mathematics effective teaching. In recent years, a large number of mathematics history materials have been infiltrated into the mathematics textbooks of compulsory education in our country. All this shows that the history of mathematics should enter the classroom under the background of the new curriculum. However, whether the mathematics teachers understand and understand the educational value of the history of mathematics, and how to select the materials of the history of mathematics scientifically and reasonably, How to effectively penetrate the history of mathematics into mathematics teaching and promote the improvement of teaching quality requires us to deeply study and answer in theory and practice. First of all, this paper introduces the background of the research content, the significance of the research content, and analyzes the effect of infiltrating the history of mathematics on improving the effectiveness of mathematics teaching in senior high school. To explain how to improve the effectiveness of high school mathematics teaching by infiltrating mathematics history in high school mathematics classroom, and then summarize several standards, principles and infiltration methods on how to scientifically select mathematics history materials for mathematics classroom teaching. Secondly, through questionnaire, interview, empirical research and other practical investigations, we can find out the current situation of mathematics history in high school mathematics classroom teaching, and draw a preliminary conclusion: most senior high school mathematics teachers have a deviation in understanding the educational function of mathematics history. They lack the knowledge of history of mathematics, the enthusiasm of infiltrating the history of mathematics in class, and the scientific and effective teaching method of infiltrating history of mathematics. Penetration of mathematics history can improve the effectiveness of mathematics teaching in senior high school. During the period of practice, the author conducted many teaching experiments under the guidance of outside tutors, carried out two different teaching designs on the same content, infiltration mathematics history and non-permeable mathematics history, carried out teaching experiments in two parallel classes, then passed tests and interviews. Students listen to the class, the completion of homework to understand the effect of teaching in different classes. Although the influence of the integration of mathematics history teaching on students' mathematics achievement is long-term, not one or two classes can be achieved immediately, the author conducts an empirical study on the basis of instructing teachers to integrate mathematics history into mathematics teaching for a long time. The author synthesizes the experience of guiding the teacher's long-term teaching experiment and the conclusion of his own teaching experiment, and proves that the penetration of mathematics history in mathematics teaching in senior high school can really improve the effectiveness of classroom teaching in senior high school. Finally, the author summarizes his own experience and perception in the research. Some suggestions are also given in this paper, hoping to provide useful reference for teachers'practical teaching.
【学位授予单位】：合肥师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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