本文選題：數(shù)學(xué)史 + 數(shù)學(xué)教學(xué)�。� 參考：《遼寧師范大學(xué)》2011年碩士論文

【摘要】：自2003年《普通高中數(shù)學(xué)課程標(biāo)準(zhǔn)(實驗)》正式頒布之后,數(shù)學(xué)史教學(xué)備受關(guān)注。本文通過對中學(xué)數(shù)學(xué)史教學(xué)案例研究,分析如何讓數(shù)學(xué)史與數(shù)學(xué)教育更好地結(jié)合,進(jìn)而發(fā)揮數(shù)學(xué)史更大的作用。 筆者通過研讀數(shù)學(xué)史家和數(shù)學(xué)教育工作者對數(shù)學(xué)史知識如何融入數(shù)學(xué)教學(xué)的認(rèn)識,并結(jié)合《標(biāo)準(zhǔn)》中的要求,從以下幾個方面進(jìn)行了論述:第一,數(shù)學(xué)史與數(shù)學(xué)教育相結(jié)合的必要性,HPM的誕生和數(shù)學(xué)大家們的論述給出了很好的解釋;第二,數(shù)學(xué)史在教學(xué)中的作用,能幫助學(xué)生理解數(shù)學(xué)的本質(zhì),激發(fā)他們學(xué)習(xí)數(shù)學(xué)的興趣,并能培養(yǎng)他們的堅強(qiáng)意志;第三,數(shù)學(xué)史從課前、課中、課后融入數(shù)學(xué)課堂。第四,數(shù)學(xué)史的教學(xué)設(shè)計,在這里筆者先討論了應(yīng)遵循的原則,即應(yīng)尊重歷史、應(yīng)尊重認(rèn)知規(guī)律、應(yīng)注重過程。然后具體給出了數(shù)學(xué)史在教學(xué)中的呈現(xiàn)方式,即在選修系列中呈現(xiàn)和在必修內(nèi)容中穿插數(shù)學(xué)史。根據(jù)上述的理論知識,筆者設(shè)計了具體的教學(xué)案例,這也是本文的重點。案例分為兩個部分,一個是“數(shù)學(xué)史選講”內(nèi)容的案例研究,一個是在必修內(nèi)容中講解數(shù)學(xué)史的案例設(shè)計。 最后,對數(shù)學(xué)史作用于數(shù)學(xué)教學(xué)存在的問題,進(jìn)行了總結(jié),并提出了相關(guān)的解決策略和建議,并期望這些建議能有助于數(shù)學(xué)史選講課的實施。
[Abstract]:Since 2003, General Senior High School Mathematics Curriculum Standard (experiment) was promulgated, mathematics history teaching has been paid more attention. Through the case study on the history of mathematics in middle school, this paper analyzes how to combine the history of mathematics with the education of mathematics so as to play a greater role in the history of mathematics. By studying the understanding of mathematics historians and mathematics educators on how to integrate the knowledge of mathematics history into mathematics teaching, and combining with the requirements of the Standard, the author discusses the following aspects: first, The necessity of combining mathematics history with mathematics education gives a good explanation for the birth of HPM and the exposition of mathematics. Secondly, the role of mathematics history in teaching can help students understand the essence of mathematics and stimulate their interest in learning mathematics. And can cultivate their strong will; third, mathematics history from class, class, after class into the mathematics classroom. Fourth, the teaching design of the history of mathematics, here the author first discussed the principles to be followed, that is, should respect history, should respect the law of cognition, should pay attention to the process. Then the presentation of mathematics history in teaching is given in detail, that is, the presentation in elective series and the interweaving of mathematics history in required contents. According to the above theoretical knowledge, the author designed a specific teaching case, which is also the focus of this paper. The case is divided into two parts, one is the case study of the content of "selected History of Mathematics" and the other is the case design of explaining the history of mathematics in the compulsory course. Finally, this paper summarizes the problems existing in mathematics teaching by mathematical history, and puts forward some relevant strategies and suggestions, and hopes that these suggestions will be helpful to the implementation of the lectures in history of mathematics.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2011
【分類號】：G633.6

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 楊海;數(shù)學(xué)史融入中學(xué)數(shù)學(xué)教學(xué)的研究[D];陜西師范大學(xué);2012年

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本文編號：1847346