HPM融入高中导数教学的行动研究

发布时间：2018-11-10 09:32

【摘要】：近几年,随着新课改的推进,高考的改革,导数在高考中的地位越来越重要,它是微积分的核心,它是高中大学衔接的纽带,它是现代数学发展的基石。导数是学生又怕又爱的内容,怕是因为他概念的深奥,题目的困难;爱是因为他工具的强大,解题的便捷。如何理解导数的内涵、如何认知导数的本质成为学生的难题也是教学者的难题。HPM是对数学史与数学文化的研究,HPM的教育价值近些年在中国得到充分的肯定认同。因此,HPM的实践给导数的教学提供了一条崭新的方向。我们基于历史的视角对导数进行再设计,还原导数产生的背景,创设活动,让学生成为知识的发现者,感悟数学史的乐趣。本文采用行动研究法,研究HPM在导数的教学实践。通过计划、行动、反馈、反思得出以下几点结论:1.数学史融入导数课堂的教学实实在在的帮助学生提高了对导数内涵的认知。2.数学史的研究给教师带来了既有冲突和困惑,也有挑战和收获。3.数学史能够极大的提升学生探究的兴趣,激发课堂的活性。但不能喧宾夺主,使得整个课堂成了表演课。建议以"融入式"为主。4.在教学设计的时候,数学史给学生带来了极大的新鲜感。但不能为了教数学史改变课本的知识呈现,要兼顾课本的体系。5.不能把数学史融入课堂当成了讲点小故事,放点微视频。要切实关注这些史料给学生对知识内涵的认知带来帮助性,否则宁可"忍痛割爱"。6.现行教材对数学文化和数学史的要求还比较薄弱,教材中基于数学史背景的案例还比较少,但是大部分中学生对数学史兴趣浓厚,而中学教师数学史资料匮乏,建议今后编订新的教材时候,加大基于数学史的案例。期待更多更好的数学史料
[Abstract]:In recent years, with the promotion of new curriculum reform, the reform of college entrance examination, derivative in the college entrance examination is more and more important, it is the core of calculus, it is the link between high school and university, it is the cornerstone of the development of modern mathematics. Derivative is the content of student's fear and love, afraid is because his concept is profound, the problem is difficult; love is because of his powerful tools, easy to solve problems. How to understand the connotation of derivative and how to recognize the essence of derivative is a difficult problem for students and teachers. HPM is a study of mathematics history and mathematics culture, and the educational value of HPM has been fully recognized in China in recent years. Therefore, the practice of HPM provides a new direction for derivative teaching. We redesign the derivative based on the historical perspective, restore the background of the derivative, create activities to make students become the discoverers of knowledge, and realize the fun of mathematical history. This article uses the action research method, studies the HPM in the derivative teaching practice. Through planning, action, feedback, reflection comes to the following conclusions: 1. The integration of mathematical history into derivative classroom teaching has helped students to improve their understanding of derivative connotation. 2. The study of the history of mathematics has brought both conflicts and puzzles to teachers, as well as challenges and gains. 3. The history of mathematics can greatly enhance students' interest in inquiry and stimulate classroom activity. But we can't make a scene, so that the whole class has become a performance lesson. The suggestion is mainly "integration". 4. In the teaching design, the history of mathematics has brought students a great novelty. However, we should not change the knowledge presentation of textbooks in order to teach the history of mathematics, and should take into account the system of textbooks. 5. Don't take math history into the classroom as a little story, a little video. It is necessary to pay close attention to these historical materials and bring help to the students' cognition of the connotation of knowledge, otherwise, they would rather "bear the pain of love". 6. The requirements of current textbooks for mathematics culture and history are still relatively weak, and there are few cases in the textbooks based on the background of mathematics history. However, most middle school students have strong interest in mathematics history, while middle school teachers lack information on mathematics history. It is suggested that the cases based on the history of mathematics should be increased when compiling new textbooks in the future. Looking forward to more and better mathematical historical data
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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