高中数学课堂教学中融入数学史状况的调查研究

发布时间：2018-04-24 01:26

本文选题：数学史 + 数学教学　；参考：《南京师范大学》2017年硕士论文

【摘要】：数学是人类漫漫历史长河中必不可缺的一门学科,促进着人类的历史发展,维持着人类的社会生活,更是现代科学、科技进步的基础工具。因此,数学学习与数学教育对于学生和教师来说,有着举足轻重的地位。然而,进入高中阶段,数学学科的抽象性、知识的独立性、内容的高密度性等都导致很多学生对数学充满恐惧,学习数学的积极性大打折扣。这是困扰很多高中数学教师和数学教育研究者的一个问题,为了解决这个问题,将数学史融入高中数学课堂受到了越来越广泛和深度的关注。本文将以江苏省高中数学课程和数学教学为例,综合采用文本分析法、观察法、问卷调查法、访谈法和教学实践法为主要研究方法,以江苏省高中数学课堂教学数学史融入现状为主要研究内容展开研究。首先,在“新课标”的指导思想下,对高中数学课堂融入数学史做一个全面、详尽的理论认识,然后,以苏教版必修教材为文本分析模板,考察数学史融入数学教材的实际情况。紧接着,采用教案分析、课堂观察、问卷调查以及访谈对话,多角度、多层次的对当今高中数学课堂应用数学史状况进行深入全面的调查研究。随后,笔者结合自身教学经验,设计数学史教学并展开实际教学研究,考察教学效果,得出相应结论。最后,做出数学史融入课堂现状的评析,给出建议,拟定问题解决策略。研究获得的主要结论有:(1)作为教学的载体,教材上的数学史渗透随处可见,但是在位置分布、知识模块分布和呈现方式上都略有不足之处;(2)数学史的融入往往能提升教学效果,提高学生积极性,但是教师在实际教学中应用偏少,应用方式单一,体现了教师对数学史教学重视程度远远不够。这都反映出数学史“高要求、低运用”的现象。(3)虽然大部分高中数学教师在调查中都认识到数学史的重要性,也知道在教学中融入数学史的意义,但是在实际教学环节中,很少把数学史带进课堂,一是受课程进度要求的限制,二是自身教学习惯让他们潜意识里还无法把数学史当作数学教学的一部分。教师普遍会把数学知识与数学史知识割裂开来,认为教学要分清主次,把数学史视作次要知识,这是主要矛盾所在。基于研究的结果,建议1.施行必要的教育教学改革,从教材、教学大纲以及课程目标等多方面提出数学史教学要求,并从教学设备和教学环境方面给予数学史教学开展的支持;2.教师需要转变传统教学理念,重视数学史并采用恰当的方式把数学史应用于课堂教学中。
[Abstract]:Mathematics is an indispensable subject in the long history of mankind, which promotes the development of human history, maintains the social life of human beings, and is also the basic tool for the progress of modern science and technology. Therefore, mathematics learning and mathematics education play an important role for students and teachers. However, at the high school stage, the abstractness of mathematics, the independence of knowledge and the high density of content all lead to many students being full of fear to mathematics, and their enthusiasm for learning mathematics is greatly reduced. This is a problem that puzzles many high school mathematics teachers and mathematics education researchers. In order to solve this problem, the integration of mathematics history into high school mathematics classroom has been paid more and more attention. This article will take the mathematics curriculum and mathematics teaching of high school in Jiangsu Province as an example, adopt text analysis method, observation method, questionnaire survey method, interview method and teaching practice method as the main research methods. The present situation of mathematics history in high school mathematics classroom teaching in Jiangsu Province is the main research content. First of all, under the guiding ideology of "New Curriculum Standard", to make a comprehensive and detailed theoretical understanding of the mathematics history of senior high school mathematics classroom, and then take the required teaching materials of the Soviet Union Education Edition as the text analysis template. To investigate the actual situation of mathematics history in mathematics teaching materials. Then, the use of teaching plan analysis, classroom observation, questionnaire and interview dialogue, multi-angle, multi-level high school mathematics classroom applied mathematics history of in-depth and comprehensive investigation and research. Then, combining with my own teaching experience, the author designs the history of mathematics teaching and carries out practical teaching research, inspects the teaching effect, and draws the corresponding conclusion. Finally, the mathematics history into the classroom present situation analysis, gives the suggestion, formulates the question-solving strategy. The main conclusions of the study are as follows: (1) as the carrier of teaching, the infiltration of mathematics history in teaching materials can be seen everywhere, but the distribution of position, the distribution of knowledge modules and the way of presentation are all slightly inadequate) the integration of history of mathematics can often improve the teaching effect. To improve the enthusiasm of students, but teachers in the actual teaching application is less, the application of a single way, reflects that teachers pay less attention to the teaching of history of mathematics is far from enough. This all reflects the phenomenon of "high demand, low application" in the history of mathematics.) although most senior high school mathematics teachers realize the importance of mathematics history and the significance of integrating mathematics history in teaching, in the actual teaching link, The history of mathematics is rarely brought into the classroom, one is limited by the requirements of curriculum schedule, the other is that their own teaching habits make them unable to take the history of mathematics as a part of mathematics teaching subconsciously. Teachers generally separate the knowledge of mathematics from the knowledge of history of mathematics, and think that teaching should distinguish between primary and secondary knowledge and regard history of mathematics as secondary knowledge, which is the main contradiction. Based on the findings of the study, recommendation 1. Carrying out the necessary education and teaching reform, putting forward the teaching requirements of mathematics history from teaching materials, syllabus and course objectives, and giving support to the teaching of mathematics history from the aspects of teaching equipment and teaching environment. Teachers need to change the traditional teaching concept, attach importance to the history of mathematics and apply the history of mathematics to classroom teaching.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

【相似文献】