高中数学史补充教材研究
发布时间：2018-10-11 10:00
【摘要】：数学史运用于中学数学教学是我国教育界研究的热点问题之一,在国际上也是数学家和数学教育家们热烈讨论和研究的课题。我国中小学数学教育由于多年来长期受高考及其它各种升学考试的影响,形成一种片面注重分数,注重解题能力的局面,对于数学的文化价值缺乏重视。2003年4月颁布的《普通高中数学课程标准(实验)》(简称《课标》)在选修课系列3中增设了《数学史选讲》,将数学史正式列入高中数学选修课程,并提出要“体现数学的文化价值”。然而数学史并没有真正成为中学课程,活跃在教学一线的大部分高中数学教师并不学习和研究数学史,更谈不上在教学中融入数学史。所以,虽然很多学者和教育工作者大力提倡数学史教学,但我国目前的中学数学教学结构并没有发生实质性的改变,数学史融入中学数学教学的研究性学习也没有在一线教师中推广和展开。数学是一门历史性、累积性、延续性很强的学科,数学家往往是在继承前人理论和知识结构的基础上建立起新的成果。将数学理论与数学史分割开来,只强调数学理论而缺少数学文化层面的教学,这不利于学生认识数学的本质,形成数学观,也不利于培养学生的数学素养和创造力,对学生无疑是一个巨大的损失。推广数学史的教学,首先需要为中学数学教师们提供与教科书相辅的数学史教材。鉴于此,本文根据现行人教版高中数学教科书的内容并结合自己的教学实际对高中数学教科书必修1至必修4各章所涉及的数学史知识做了一些选材、编辑和整理工作。与其他内容形式的读物相比,本文具有以下特点：(1)趣味性。从教学实际出发,选择学生感兴趣的数学史内容,用生动的语言讲述数学家的生平、数学故事、数学趣题,激发学生对数学学习的兴趣。(2)同步性。内容安排完全依据现行人教版高中数学教科书的编写顺序,便于高中教师参考和选择素材,在教学中融入数学史,也便于学生作为课外读物阅读和学习。(3)可读性。对于数学名题,很多课外读物中都有丰富的内容和解题思想的详细介绍,但不适合在高中数学教学中使用。一方面这些题目与高中数学教学关系不大,另一方面解题过程和解题思想较为深奥,高中生难以理解和接受。本文选择的历史名题和趣味数学题,与教学内容关系紧密,难度适当,多数学生可以自己研究和解决。另外,答案也以浅显易懂、生动有趣的形式给出。最后,本文依据在教学中融入数学史知识的行动实践,调查了学生对于数学史的接受情况、满意度和学习效果,调查结果显示本研究的开发工作是有意义的,受到学生欢迎,对培养学生的数学学习兴趣起到了一定的推动作用。
[Abstract]:The application of mathematics history to mathematics teaching in middle schools is one of the hot issues in the field of education in our country, and it is also a hot topic discussed and studied by mathematicians and mathematics educators in the world. The mathematics education in primary and secondary schools in China has been influenced by the college entrance examination and other examinations for a long time for many years, which has resulted in a situation of one-sided emphasis on scores and ability to solve problems. Lack of attention to the cultural value of mathematics. In April 2003, the ordinary Senior High School Mathematics Curriculum Standard (experiment) (abbreviated as "Curriculum Standard") added "selected History of Mathematics" in the optional course Series 3, and formally included mathematics history in the elective course of mathematics in senior high school. And put forward to "embody the cultural value of mathematics". However, the history of mathematics has not really become a middle school curriculum. Most senior high school mathematics teachers who are active in the teaching line do not study and study the history of mathematics, let alone integrate the history of mathematics in the teaching. Therefore, although many scholars and educators strongly advocate the teaching of mathematics history, the current structure of mathematics teaching in middle schools in our country has not undergone substantial changes. The history of mathematics into the middle school mathematics teaching research learning has not been promoted and carried out among the first-line teachers. Mathematics is a historical, cumulative and continuous discipline. Mathematicians often build up new achievements on the basis of inheriting previous theories and knowledge structures. Separating mathematics theory from mathematics history, only emphasizing mathematics theory but lacking teaching of mathematics culture level, which is unfavorable for students to understand the essence of mathematics, form mathematics view, and also is unfavorable to cultivate students' mathematics literacy and creativity. There is no doubt that it is a great loss to the students. In order to promote the teaching of mathematics history, it is necessary to provide middle school mathematics teachers with textbooks. In view of this, according to the contents of the current edition of senior high school mathematics textbook and the actual teaching practice, this paper makes some material selection, editing and arrangement of mathematics history knowledge involved in the required 1 to 4 chapters of senior high school mathematics textbook. Compared with other reading materials, this paper has the following characteristics: (1) interesting. Based on the teaching practice, this paper selects the history of mathematics that students are interested in, tells the life of mathematician, the story of mathematics, the interesting problem of mathematics in vivid language, and arouses students' interest in learning mathematics. (2) synchronism. The content arrangement is completely based on the compiling order of the current edition of senior high school mathematics textbook, which is convenient for senior high school teachers to refer to and choose materials, to incorporate mathematics history into teaching, and to facilitate students to read and study as extracurricular reading materials. (3) readability. For mathematics title, many extracurricular reading materials have rich contents and detailed introduction of problem solving ideas, but they are not suitable for high school mathematics teaching. On the one hand, these problems have little relation with mathematics teaching in senior high school, on the other hand, the process of solving problems and the thinking of solving problems are more profound, which is difficult for high school students to understand and accept. The historical title and interesting mathematical problems chosen in this paper are closely related to the teaching content and have proper difficulty. Most students can study and solve them themselves. In addition, the answers are given in an easy to understand, lively and interesting form. Finally, based on the practice of integrating mathematics history knowledge into the teaching, this paper investigates the students' acceptance, satisfaction and learning effect of mathematics history. The results show that the development of this study is meaningful and welcomed by the students. To cultivate students' interest in mathematics learning has played a certain role in promoting.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
本文编号：2263783
[Abstract]:The application of mathematics history to mathematics teaching in middle schools is one of the hot issues in the field of education in our country, and it is also a hot topic discussed and studied by mathematicians and mathematics educators in the world. The mathematics education in primary and secondary schools in China has been influenced by the college entrance examination and other examinations for a long time for many years, which has resulted in a situation of one-sided emphasis on scores and ability to solve problems. Lack of attention to the cultural value of mathematics. In April 2003, the ordinary Senior High School Mathematics Curriculum Standard (experiment) (abbreviated as "Curriculum Standard") added "selected History of Mathematics" in the optional course Series 3, and formally included mathematics history in the elective course of mathematics in senior high school. And put forward to "embody the cultural value of mathematics". However, the history of mathematics has not really become a middle school curriculum. Most senior high school mathematics teachers who are active in the teaching line do not study and study the history of mathematics, let alone integrate the history of mathematics in the teaching. Therefore, although many scholars and educators strongly advocate the teaching of mathematics history, the current structure of mathematics teaching in middle schools in our country has not undergone substantial changes. The history of mathematics into the middle school mathematics teaching research learning has not been promoted and carried out among the first-line teachers. Mathematics is a historical, cumulative and continuous discipline. Mathematicians often build up new achievements on the basis of inheriting previous theories and knowledge structures. Separating mathematics theory from mathematics history, only emphasizing mathematics theory but lacking teaching of mathematics culture level, which is unfavorable for students to understand the essence of mathematics, form mathematics view, and also is unfavorable to cultivate students' mathematics literacy and creativity. There is no doubt that it is a great loss to the students. In order to promote the teaching of mathematics history, it is necessary to provide middle school mathematics teachers with textbooks. In view of this, according to the contents of the current edition of senior high school mathematics textbook and the actual teaching practice, this paper makes some material selection, editing and arrangement of mathematics history knowledge involved in the required 1 to 4 chapters of senior high school mathematics textbook. Compared with other reading materials, this paper has the following characteristics: (1) interesting. Based on the teaching practice, this paper selects the history of mathematics that students are interested in, tells the life of mathematician, the story of mathematics, the interesting problem of mathematics in vivid language, and arouses students' interest in learning mathematics. (2) synchronism. The content arrangement is completely based on the compiling order of the current edition of senior high school mathematics textbook, which is convenient for senior high school teachers to refer to and choose materials, to incorporate mathematics history into teaching, and to facilitate students to read and study as extracurricular reading materials. (3) readability. For mathematics title, many extracurricular reading materials have rich contents and detailed introduction of problem solving ideas, but they are not suitable for high school mathematics teaching. On the one hand, these problems have little relation with mathematics teaching in senior high school, on the other hand, the process of solving problems and the thinking of solving problems are more profound, which is difficult for high school students to understand and accept. The historical title and interesting mathematical problems chosen in this paper are closely related to the teaching content and have proper difficulty. Most students can study and solve them themselves. In addition, the answers are given in an easy to understand, lively and interesting form. Finally, based on the practice of integrating mathematics history knowledge into the teaching, this paper investigates the students' acceptance, satisfaction and learning effect of mathematics history. The results show that the development of this study is meaningful and welcomed by the students. To cultivate students' interest in mathematics learning has played a certain role in promoting.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
【参考文献】
相关硕士学位论文 前2条
1 崔海燕;中学数学史教学案例研究[D];辽宁师范大学;2011年
2 陈克胜;数学史知识融入高中数学教学的探讨[D];华中师范大学;2005年
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