如何在教学中凸显数学史的渗透

发布时间：2018-01-31 02:25

本文关键词： 数学史数学教学数学史资源　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：数学文化作为人类文明长河中很重要的一条支流,与社会政治、经济和和其他文化紧密相连。数学史是研究数学概念、数学方法以及数学思想的起源与发展的一门科学。数学史知识的教学可以让学生明知各种数学知识的起源和发展,让他们被浩瀚的数学史知识所吸引,从而激发他们学习的兴趣,进而培养学生的求知探索精神,在数学教学中具有非常重要的作用。当前的中国教育越来越提倡素质教育,然而如何真正是实行素质教育特别是在高考压力下实现既不影响分数又能提升学生能力的教育确实值得探讨和摸索的。而传统的数学教育往往是枯燥乏味的,那么怎样把素质教育运用于数学教育,这就是值得数学老师深思和探讨的。《数学史概论》在开篇对数学史的意义做出论断：不了解数学史就不能全面了解数学学科,不了解数学史就不能全面了解整个人类文明史。目前,我国对数学教学中渗透数学史的研究,只停留在探讨数学史的作用以及在教学中渗透数学史的原则,即只停留在理论层面,并没有进行实践和调查研究。本文从数学史在数学教学中的渗透着手,让数学史知识在数学教育时进行潜移默化的渗透,把数学的人文价值、历史情怀和数学教育联系起来,使学生在数学学习时不仅仅是理性的知识,还有人文的情怀。本文从以数学史人物为线索、以数学题材为线索、以史料书籍为线索和以数学符号为线索几方面着重表述了如何对数学史资源进行开放利用。也对数学史资源融入数学教学模式进行了探讨。在数学史融入数学教学中,本文以直接的数学知识、数学史知识的有机合理融入以及学生数学思维的培养为切入点,为数学史知识的融入提供了一些方法。这些探讨也为素质教育的改革提供一定的思路和走向,如在文科教育的同时用该门知识的理性渊源来渗透和剖析,在理科教学时,把该门知识的人文情怀提出来供学生体验和学习。这么的探讨应该也必然有一定的教育意义。
[Abstract]:A tributary of the mathematical culture is very important as the long history of human civilization, social and political, economic and other culture are closely related. The history of mathematics is a science of mathematics concept, origin and development of mathematical methods and mathematical thinking. Teaching the history of mathematics knowledge can let students know the origin and development of a variety of mathematical knowledge. Let them be attracted to the vastness of the history of mathematics knowledge, to stimulate their interest in learning, and cultivate students' spirit of learning and exploration, has a very important role in mathematics teaching. China education more and more current advocating quality-oriented education, but how real is the implementation of quality education especially does not affect the score can improve the ability of students education under the pressure of college entrance examination is indeed worthy of discussion and exploration. While traditional mathematics education is often boring, so how to apply quality education Mathematics education, this is worthy of careful consideration and discussion of the mathematics teacher. Introduction to the history of Mathematics > assertion in the beginning of the history of Mathematics: do not understand the history of mathematics cannot fully understand mathematics, do not understand the history of mathematics can not fully understand the history of human civilization. At present, China's study on the history of mathematics in mathematics teaching penetration just stay in the discussion of the history of mathematics, the function and principle of penetrate the history of mathematics in teaching, which only remain at the theoretical level, and not to practice and research. This article from the history of mathematics in mathematics education teaching to learn the knowledge of the history of penetration so that the number of subtle in mathematics education, the humanistic value of mathematics the history of mathematics education and feelings together, so that students in mathematics learning is not only rational knowledge, and humanistic feelings. This article from the history of mathematics in mathematical figures for clues, theme In the historical books for clues, clues and mathematical symbols to some clues to how to open by focusing on the expression of the history of mathematics resources. Also the history of mathematics into mathematics teaching resources are discussed. In the history of mathematics into mathematics teaching, based on the mathematical knowledge, the knowledge of mathematical history and culture into the organic the students' mathematical thinking as the starting point, provides some methods for integrating the history of mathematics. These studies also provide ideas and direction for the reform of certain quality education, such as in the liberal arts education at the same time with the rational origin of this knowledge to penetration and analysis in science teaching, the knowledge of humanity bring up for students to experience and learn. Study should inevitably have certain education significance so.

【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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