高中數(shù)學史補充教材研究
發(fā)布時間：2018-10-11 10:00
【摘要】：數(shù)學史運用于中學數(shù)學教學是我國教育界研究的熱點問題之一,在國際上也是數(shù)學家和數(shù)學教育家們熱烈討論和研究的課題。我國中小學數(shù)學教育由于多年來長期受高考及其它各種升學考試的影響,形成一種片面注重分數(shù),注重解題能力的局面,對于數(shù)學的文化價值缺乏重視。2003年4月頒布的《普通高中數(shù)學課程標準(實驗)》(簡稱《課標》)在選修課系列3中增設了《數(shù)學史選講》,將數(shù)學史正式列入高中數(shù)學選修課程,并提出要“體現(xiàn)數(shù)學的文化價值”。然而數(shù)學史并沒有真正成為中學課程,活躍在教學一線的大部分高中數(shù)學教師并不學習和研究數(shù)學史,更談不上在教學中融入數(shù)學史。所以,雖然很多學者和教育工作者大力提倡數(shù)學史教學,但我國目前的中學數(shù)學教學結構并沒有發(fā)生實質性的改變,數(shù)學史融入中學數(shù)學教學的研究性學習也沒有在一線教師中推廣和展開。數(shù)學是一門歷史性、累積性、延續(xù)性很強的學科,數(shù)學家往往是在繼承前人理論和知識結構的基礎上建立起新的成果。將數(shù)學理論與數(shù)學史分割開來,只強調數(shù)學理論而缺少數(shù)學文化層面的教學,這不利于學生認識數(shù)學的本質,形成數(shù)學觀,也不利于培養(yǎng)學生的數(shù)學素養(yǎng)和創(chuàng)造力,對學生無疑是一個巨大的損失。推廣數(shù)學史的教學,首先需要為中學數(shù)學教師們提供與教科書相輔的數(shù)學史教材。鑒于此,本文根據現(xiàn)行人教版高中數(shù)學教科書的內容并結合自己的教學實際對高中數(shù)學教科書必修1至必修4各章所涉及的數(shù)學史知識做了一些選材、編輯和整理工作。與其他內容形式的讀物相比,本文具有以下特點：(1)趣味性。從教學實際出發(fā),選擇學生感興趣的數(shù)學史內容,用生動的語言講述數(shù)學家的生平、數(shù)學故事、數(shù)學趣題,激發(fā)學生對數(shù)學學習的興趣。(2)同步性。內容安排完全依據現(xiàn)行人教版高中數(shù)學教科書的編寫順序,便于高中教師參考和選擇素材,在教學中融入數(shù)學史,也便于學生作為課外讀物閱讀和學習。(3)可讀性。對于數(shù)學名題,很多課外讀物中都有豐富的內容和解題思想的詳細介紹,但不適合在高中數(shù)學教學中使用。一方面這些題目與高中數(shù)學教學關系不大,另一方面解題過程和解題思想較為深奧,高中生難以理解和接受。本文選擇的歷史名題和趣味數(shù)學題,與教學內容關系緊密,難度適當,多數(shù)學生可以自己研究和解決。另外,答案也以淺顯易懂、生動有趣的形式給出。最后,本文依據在教學中融入數(shù)學史知識的行動實踐,調查了學生對于數(shù)學史的接受情況、滿意度和學習效果,調查結果顯示本研究的開發(fā)工作是有意義的,受到學生歡迎,對培養(yǎng)學生的數(shù)學學習興趣起到了一定的推動作用。
[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.
【學位授予單位】：內蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6
本文編號：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.
【學位授予單位】：內蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6
【參考文獻】
相關碩士學位論文 前2條
1 崔海燕;中學數(shù)學史教學案例研究[D];遼寧師范大學;2011年
2 陳克勝;數(shù)學史知識融入高中數(shù)學教學的探討[D];華中師范大學;2005年
，本文編號：2263783
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