本文選題：數(shù)學(xué)史 + 初中數(shù)學(xué)教師��； 參考：《新疆師范大學(xué)》2017年碩士論文

【摘要】：根據(jù)初中數(shù)學(xué)教科書(shū)的數(shù)學(xué)史知識(shí),對(duì)初中數(shù)學(xué)教師數(shù)學(xué)史知識(shí)的掌握現(xiàn)狀進(jìn)行了積極的探索.其中主要是通過(guò)測(cè)試卷的形式進(jìn)行研究,另外輔以訪談教師一些與數(shù)學(xué)史有關(guān)的問(wèn)答題的形式,來(lái)分析初中數(shù)學(xué)教科書(shū)中的數(shù)學(xué)史知識(shí),揭示初中數(shù)學(xué)教師的數(shù)學(xué)史知識(shí)掌握情況.首先從呈現(xiàn)形式和呈現(xiàn)內(nèi)容兩個(gè)維度,梳理分析人教版(2011版)初中數(shù)學(xué)教科書(shū)中的數(shù)學(xué)史知識(shí).這些數(shù)學(xué)史知識(shí)以閱讀與思考、觀察與猜想、數(shù)學(xué)活動(dòng)、習(xí)題、專(zhuān)題、人物頭像、章前圖等多種呈現(xiàn)形式出現(xiàn)在教科書(shū)的不同位置.正文呈現(xiàn)只有寥寥幾處,教師真正還原歷史上的證明過(guò)程是勾股定理的證明.其次以初中教科書(shū)中的數(shù)學(xué)史知識(shí)為素材,設(shè)計(jì)一份合理的數(shù)學(xué)史知識(shí)的測(cè)試卷,調(diào)查初中數(shù)學(xué)教師的數(shù)學(xué)史掌握情況,揭示初中數(shù)學(xué)教師的數(shù)學(xué)史知識(shí)掌握的情況.絕大多數(shù)教師雖然認(rèn)可數(shù)學(xué)史知識(shí)對(duì)其教學(xué)的重要性,但許多教師在平時(shí)教學(xué)中很少滲透數(shù)學(xué)史知識(shí)內(nèi)容.通過(guò)測(cè)試卷結(jié)果可以發(fā)現(xiàn):初中數(shù)學(xué)教師們對(duì)初中數(shù)學(xué)教科書(shū)中涉及到的數(shù)學(xué)史常識(shí)、數(shù)學(xué)家小故事、數(shù)學(xué)概念、解法及證明、數(shù)學(xué)史上的經(jīng)典問(wèn)題以及其它數(shù)學(xué)史掌握的程度整體不容樂(lè)觀,數(shù)學(xué)史知識(shí)貯備量十分匱乏.其中不同學(xué)歷、不同教齡、不同職稱(chēng)的初中數(shù)學(xué)教師對(duì)教科書(shū)中的數(shù)學(xué)史知識(shí)掌握,存在著不同程度的顯著性差異.最后根據(jù)初中數(shù)學(xué)教師數(shù)學(xué)史知識(shí)的掌握情況,及影響初中數(shù)學(xué)教師掌握數(shù)學(xué)史知識(shí)的原因,提出加強(qiáng)初中數(shù)學(xué)教師對(duì)數(shù)學(xué)史知識(shí)學(xué)習(xí)的方法和提高初中數(shù)學(xué)教師數(shù)學(xué)史素養(yǎng)的策略.第一:針對(duì)性的在初中數(shù)學(xué)教科書(shū)中擴(kuò)充數(shù)學(xué)史知識(shí);第二:加強(qiáng)初中數(shù)學(xué)教師數(shù)學(xué)史知識(shí)的培訓(xùn);第三:適當(dāng)增加數(shù)學(xué)史知識(shí)在中考的考察內(nèi)容.
[Abstract]:According to the mathematics history knowledge of junior high school mathematics textbook, this paper explores the current situation of mathematics history knowledge of mathematics teachers in junior high school. Among them, mainly through the form of test papers, in addition to interview teachers with some questions related to the history of mathematics in the form of questions, to analyze the history of mathematics in junior high school mathematics textbooks, To reveal the knowledge of mathematics history of junior high school mathematics teachers. Firstly, from the two dimensions of presentation form and presentation content, this paper analyzes the history of mathematics in junior high school mathematics textbooks. The knowledge of mathematical history appears in different positions in textbooks in the form of reading and thinking, observation and conjecture, mathematical activities, exercises, special topics, figures and pictures before the chapter. There are only a few parts in the text, and the proof process of the teacher's true restoration history is the proof of the Pythagorean theorem. Secondly, taking the history knowledge of mathematics in junior middle school textbooks as the material, we design a reasonable test paper of mathematics history knowledge, investigate the mathematics history of junior high school mathematics teachers, and reveal the knowledge of mathematics history of junior high school mathematics teachers. Although most teachers recognize the importance of mathematics history knowledge to their teaching, many teachers seldom infiltrate mathematics history knowledge in normal teaching. Through the test results, we can find: junior high school mathematics teachers involved in junior high school mathematics textbooks about the history of mathematics, mathematician stories, mathematical concepts, solutions and proof, The classical problems in the history of mathematics and the degree of mastering the history of mathematics are not optimistic, and the reserve of knowledge of the history of mathematics is very scarce. Among them, there are significant differences in the knowledge of mathematics history in textbooks among junior high school mathematics teachers with different educational background, different teaching years and different titles. Finally, according to the knowledge of mathematics history of junior high school mathematics teachers, and the reasons that affect the junior high school mathematics teachers to master mathematics history knowledge, This paper puts forward the methods of strengthening the learning of mathematics history knowledge of mathematics teachers in junior high school and the strategies of improving mathematics history literacy of junior high school mathematics teachers. The first is to expand mathematics history knowledge in junior high school mathematics textbooks; the second is to strengthen the training of mathematics history knowledge of junior high school mathematics teachers; third: to increase the investigation content of mathematics history knowledge in the middle school.
【學(xué)位授予單位】：新疆師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.6

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本文編號(hào)：1999933