数学史应用于初中数学教学的案例研究

发布时间：2018-09-01 10:31

【摘要】：近年来,义务教育阶段数学课本中渗透了很多数学史材料,这表明,新课程标准越来越重视将数学史融入数学课堂教学。然而,在真正将数学史全面融入数学课堂教学之前,仍然有几个关键问题需要通过理论和实践相结合的方式来进行深入地研究,包括一线教师是否对数学史的教育价值有充分的了解和认同,是否对数学史相关的知识有足够的掌握,能否以科学的方式正确的选择数学史相关资料用于日常教学,以及如何将数学史与教材进行深度融合并用于课堂教学。通过对相关文献的大量查阅,了解到数学史融入初中数学教学的研究大多停留在理论水平,很少有具体的案例研究。本论文以深圳市宝安区第二外国语学校为研究对象,经过访谈、问卷等实际调查,了解了数学史在初中数学教学中应用的现状。调查结果表明:大部分初中数学教师并没有完全认同数学史的教育价值,对数学史融入数学教学的作用仍持有怀疑的态度,此外,他们既没有掌握足够的数学史相关知识,也没有改变教学现状、将数学史应用于课堂教学的积极性,更不用提以科学有效的方式将数学史融入到数学课堂教学中。在一线教学期间,在校内多名同事的支持和帮助下完成了多次教学实验。实验选取了水平相当的两个平行班作为实验对象,然后针对相同的教学内容制定了两种不同的教学设计,一种在教学过程中融入了数学史的相关内容,一种则没有。通过控制变量法,即控制是否在教学过程中应用了数学史这一因素,来进行对比试验。以学生访谈、问卷调查、测试等诸多手段来了解不同教学设计的教学效果,形成教学案例并得出结论。最后,对实验方法、步骤、过程和数据进行复盘和总结,结论如下:一是将数学史应用于数学课堂教学有利于提高学生学习数学的兴趣,二是,可以让学生了解数学知识的来源与发展,不仅知其然也能知其所以然,而不仅仅是学习“掐头去尾”的数学知识。三是,将数学史应用于数学教学可以让学生对于所学知识印象更深刻、掌握更牢固,提高学生的学习效果。综上所述,本论文对于是否应将数学史应用于数学教学以及如何应用具有一定的参考价值,并起到了一定的推广作用。
[Abstract]:In recent years, a lot of mathematics history materials have been infiltrated into mathematics textbooks in compulsory education stage, which indicates that the new curriculum standards pay more and more attention to integrating mathematics history into mathematics classroom teaching. However, before the history of mathematics is truly integrated into the classroom teaching of mathematics, there are still several key problems that need to be deeply studied through the combination of theory and practice. Including whether the first-line teachers have sufficient understanding and recognition of the educational value of the history of mathematics, whether they have enough knowledge about the history of mathematics, and whether they can correctly select the relevant materials of the history of mathematics for daily teaching in a scientific manner. And how to integrate the history of mathematics with the textbook and use it in classroom teaching. Through a large number of reference to the relevant literature, we know that the study of mathematics history into junior high school mathematics teaching mostly stays at the theoretical level, and there are few specific case studies. This paper takes the second Foreign language School of Baoan District of Shenzhen as the research object, through the actual investigation such as interview, questionnaire and so on, has understood the mathematics history in the junior high school mathematics teaching present situation. The results show that most junior high school mathematics teachers do not fully agree with the educational value of mathematics history, and still have doubts about the role of mathematics history in mathematics teaching. In addition, they do not have enough knowledge of mathematics history. It does not change the present situation of teaching, and applies the history of mathematics to the enthusiasm of classroom teaching, not to mention integrating the history of mathematics into the teaching of mathematics in a scientific and effective way. During the first-line teaching period, many teaching experiments were carried out with the support and help of many colleagues. The experiment selects two parallel classes of the same level as experimental objects, and then formulates two different teaching designs for the same teaching content. One includes the related contents of mathematics history in the teaching process, and the other one does not. By controlling variable method, that is, controlling whether mathematics history is applied in the teaching process, the comparative experiment is carried out. Students' interviews, questionnaires, tests and so on are used to understand the teaching effects of different teaching designs, and to form teaching cases and draw conclusions. Finally, the experimental methods, steps, processes and data are reviewed and summarized. The conclusions are as follows: first, applying the history of mathematics to mathematics classroom teaching is conducive to enhancing students' interest in learning mathematics; second, Students can understand the source and development of mathematical knowledge, not only know why but also know why, and not only learn the mathematical knowledge of "strangling one's head and tail". Thirdly, applying the history of mathematics to mathematics teaching can make students more impressed by what they have learned, grasp it more firmly, and improve their learning effect. To sum up, this paper has some reference value on whether to apply the history of mathematics to mathematics teaching and how to apply it, and has played a certain role in popularizing it.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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