【摘要】：高中數(shù)學(xué)教學(xué)的有效性是人們當(dāng)前關(guān)注的熱點(diǎn)問題之一。提高高中數(shù)學(xué)教學(xué)的有效性可以有多種策略，在深入理解數(shù)學(xué)史的教育功能后發(fā)現(xiàn)，數(shù)學(xué)史在激發(fā)學(xué)生學(xué)習(xí)數(shù)學(xué)的興趣、培養(yǎng)學(xué)生數(shù)學(xué)思維，接受數(shù)學(xué)文化的熏陶等方面的教育價(jià)值正是數(shù)學(xué)有效性教學(xué)所追求的。近年來，我國義務(wù)教育階段數(shù)學(xué)課本中滲透了大量的數(shù)學(xué)史材料，高中數(shù)學(xué)課程也將“數(shù)學(xué)史選講”專題編入選修內(nèi)容之中。這都說明，在新課程背景下數(shù)學(xué)史應(yīng)該走入課堂。但數(shù)學(xué)教師是否了解和認(rèn)識數(shù)學(xué)史的教育價(jià)值，如何科學(xué)合理地選取數(shù)學(xué)史材料，，如何有效地滲透數(shù)學(xué)史進(jìn)行數(shù)學(xué)教學(xué)并促進(jìn)教學(xué)質(zhì)量的提高等一系列問題需要我們在理論和實(shí)踐中進(jìn)行深入的探討研究和回答。 首先，本文通過研究內(nèi)容的背景，研究內(nèi)容的意義的介紹，并就滲透數(shù)學(xué)史對提高高中數(shù)學(xué)教學(xué)有效性的作用分析，來說明在高中數(shù)學(xué)課堂中滲透數(shù)學(xué)史是如何能提高高中數(shù)學(xué)教學(xué)有效性的；進(jìn)而就如何科學(xué)選取數(shù)學(xué)史材料進(jìn)行數(shù)學(xué)課堂教學(xué)，概括出幾條標(biāo)準(zhǔn)、原則及滲透方法。 其次，通過問卷、訪談、實(shí)證研究等實(shí)際調(diào)查，了解到數(shù)學(xué)史融入高中數(shù)學(xué)課堂教學(xué)的現(xiàn)狀，得出初步結(jié)論：大部分高中數(shù)學(xué)教師對數(shù)學(xué)史的教育功能理解有偏差，他們既缺乏數(shù)學(xué)史知識，又沒有在課堂中滲透數(shù)學(xué)史的積極性，在滲透數(shù)學(xué)史的教學(xué)方法上缺乏科學(xué)性和有效性。為實(shí)證滲透數(shù)學(xué)史確實(shí)能提高高中數(shù)學(xué)教學(xué)的有效性。筆者在實(shí)習(xí)期間，在校外導(dǎo)師指導(dǎo)下進(jìn)行多次教學(xué)實(shí)驗(yàn)，對同一內(nèi)容進(jìn)行滲透數(shù)學(xué)史和不滲透數(shù)學(xué)史兩種不同的教學(xué)設(shè)計(jì)，在兩個(gè)平行班進(jìn)行教學(xué)實(shí)驗(yàn)，然后通過測試、訪談、學(xué)生聽課情況、課后作業(yè)完成情況來了解在不同班級的教學(xué)效果。雖然融入數(shù)學(xué)史的教學(xué)，對學(xué)生數(shù)學(xué)成績的影響是長期的，不是一兩節(jié)課就能立竿見影的，但是筆者是在指導(dǎo)老師長期進(jìn)行數(shù)學(xué)史融入數(shù)學(xué)教學(xué)的基礎(chǔ)上進(jìn)行的實(shí)證研究，綜合了指導(dǎo)老師長期教學(xué)實(shí)驗(yàn)的經(jīng)驗(yàn)和自己進(jìn)行教學(xué)實(shí)驗(yàn)的結(jié)論，都證明了高中數(shù)學(xué)教學(xué)中滲透數(shù)學(xué)史確實(shí)能提高高中課堂教學(xué)的有效性。 最后，將自己在研究中的體會和感悟進(jìn)行總結(jié)。并給出建議，希望能給教師們的實(shí)際教學(xué)提供有益的參考。
[Abstract]:The effectiveness of high school mathematics teaching is one of the hot issues that people pay attention to at present. There are many strategies to improve the effectiveness of mathematics teaching in senior high school. After deeply understanding the educational function of mathematics history, it is found that mathematics history is stimulating students' interest in learning mathematics and cultivating students' mathematical thinking. The educational value of accepting the edification of mathematics culture is the pursuit of mathematics effective teaching. In recent years, a large number of mathematics history materials have been infiltrated into the mathematics textbooks of compulsory education in our country. All this shows that the history of mathematics should enter the classroom under the background of the new curriculum. However, whether the mathematics teachers understand and understand the educational value of the history of mathematics, and how to select the materials of the history of mathematics scientifically and reasonably, How to effectively penetrate the history of mathematics into mathematics teaching and promote the improvement of teaching quality requires us to deeply study and answer in theory and practice. First of all, this paper introduces the background of the research content, the significance of the research content, and analyzes the effect of infiltrating the history of mathematics on improving the effectiveness of mathematics teaching in senior high school. To explain how to improve the effectiveness of high school mathematics teaching by infiltrating mathematics history in high school mathematics classroom, and then summarize several standards, principles and infiltration methods on how to scientifically select mathematics history materials for mathematics classroom teaching. Secondly, through questionnaire, interview, empirical research and other practical investigations, we can find out the current situation of mathematics history in high school mathematics classroom teaching, and draw a preliminary conclusion: most senior high school mathematics teachers have a deviation in understanding the educational function of mathematics history. They lack the knowledge of history of mathematics, the enthusiasm of infiltrating the history of mathematics in class, and the scientific and effective teaching method of infiltrating history of mathematics. Penetration of mathematics history can improve the effectiveness of mathematics teaching in senior high school. During the period of practice, the author conducted many teaching experiments under the guidance of outside tutors, carried out two different teaching designs on the same content, infiltration mathematics history and non-permeable mathematics history, carried out teaching experiments in two parallel classes, then passed tests and interviews. Students listen to the class, the completion of homework to understand the effect of teaching in different classes. Although the influence of the integration of mathematics history teaching on students' mathematics achievement is long-term, not one or two classes can be achieved immediately, the author conducts an empirical study on the basis of instructing teachers to integrate mathematics history into mathematics teaching for a long time. The author synthesizes the experience of guiding the teacher's long-term teaching experiment and the conclusion of his own teaching experiment, and proves that the penetration of mathematics history in mathematics teaching in senior high school can really improve the effectiveness of classroom teaching in senior high school. Finally, the author summarizes his own experience and perception in the research. Some suggestions are also given in this paper, hoping to provide useful reference for teachers'practical teaching.
【學(xué)位授予單位】：合肥師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.6

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