高中數(shù)學(xué)史補(bǔ)充教材研究
發(fā)布時(shí)間：2018-10-11 10:00
【摘要】：數(shù)學(xué)史運(yùn)用于中學(xué)數(shù)學(xué)教學(xué)是我國(guó)教育界研究的熱點(diǎn)問(wèn)題之一,在國(guó)際上也是數(shù)學(xué)家和數(shù)學(xué)教育家們熱烈討論和研究的課題。我國(guó)中小學(xué)數(shù)學(xué)教育由于多年來(lái)長(zhǎng)期受高考及其它各種升學(xué)考試的影響,形成一種片面注重分?jǐn)?shù),注重解題能力的局面,對(duì)于數(shù)學(xué)的文化價(jià)值缺乏重視。2003年4月頒布的《普通高中數(shù)學(xué)課程標(biāo)準(zhǔn)(實(shí)驗(yàn))》(簡(jiǎn)稱《課標(biāo)》)在選修課系列3中增設(shè)了《數(shù)學(xué)史選講》,將數(shù)學(xué)史正式列入高中數(shù)學(xué)選修課程,并提出要“體現(xiàn)數(shù)學(xué)的文化價(jià)值”。然而數(shù)學(xué)史并沒(méi)有真正成為中學(xué)課程,活躍在教學(xué)一線的大部分高中數(shù)學(xué)教師并不學(xué)習(xí)和研究數(shù)學(xué)史,更談不上在教學(xué)中融入數(shù)學(xué)史。所以,雖然很多學(xué)者和教育工作者大力提倡數(shù)學(xué)史教學(xué),但我國(guó)目前的中學(xué)數(shù)學(xué)教學(xué)結(jié)構(gòu)并沒(méi)有發(fā)生實(shí)質(zhì)性的改變,數(shù)學(xué)史融入中學(xué)數(shù)學(xué)教學(xué)的研究性學(xué)習(xí)也沒(méi)有在一線教師中推廣和展開。數(shù)學(xué)是一門歷史性、累積性、延續(xù)性很強(qiáng)的學(xué)科,數(shù)學(xué)家往往是在繼承前人理論和知識(shí)結(jié)構(gòu)的基礎(chǔ)上建立起新的成果。將數(shù)學(xué)理論與數(shù)學(xué)史分割開來(lái),只強(qiáng)調(diào)數(shù)學(xué)理論而缺少數(shù)學(xué)文化層面的教學(xué),這不利于學(xué)生認(rèn)識(shí)數(shù)學(xué)的本質(zhì),形成數(shù)學(xué)觀,也不利于培養(yǎng)學(xué)生的數(shù)學(xué)素養(yǎng)和創(chuàng)造力,對(duì)學(xué)生無(wú)疑是一個(gè)巨大的損失。推廣數(shù)學(xué)史的教學(xué),首先需要為中學(xué)數(shù)學(xué)教師們提供與教科書相輔的數(shù)學(xué)史教材。鑒于此,本文根據(jù)現(xiàn)行人教版高中數(shù)學(xué)教科書的內(nèi)容并結(jié)合自己的教學(xué)實(shí)際對(duì)高中數(shù)學(xué)教科書必修1至必修4各章所涉及的數(shù)學(xué)史知識(shí)做了一些選材、編輯和整理工作。與其他內(nèi)容形式的讀物相比,本文具有以下特點(diǎn)：(1)趣味性。從教學(xué)實(shí)際出發(fā),選擇學(xué)生感興趣的數(shù)學(xué)史內(nèi)容,用生動(dòng)的語(yǔ)言講述數(shù)學(xué)家的生平、數(shù)學(xué)故事、數(shù)學(xué)趣題,激發(fā)學(xué)生對(duì)數(shù)學(xué)學(xué)習(xí)的興趣。(2)同步性。內(nèi)容安排完全依據(jù)現(xiàn)行人教版高中數(shù)學(xué)教科書的編寫順序,便于高中教師參考和選擇素材,在教學(xué)中融入數(shù)學(xué)史,也便于學(xué)生作為課外讀物閱讀和學(xué)習(xí)。(3)可讀性。對(duì)于數(shù)學(xué)名題,很多課外讀物中都有豐富的內(nèi)容和解題思想的詳細(xì)介紹,但不適合在高中數(shù)學(xué)教學(xué)中使用。一方面這些題目與高中數(shù)學(xué)教學(xué)關(guān)系不大,另一方面解題過(guò)程和解題思想較為深?yuàn)W,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(xué)題,與教學(xué)內(nèi)容關(guān)系緊密,難度適當(dāng),多數(shù)學(xué)生可以自己研究和解決。另外,答案也以淺顯易懂、生動(dòng)有趣的形式給出。最后,本文依據(jù)在教學(xué)中融入數(shù)學(xué)史知識(shí)的行動(dòng)實(shí)踐,調(diào)查了學(xué)生對(duì)于數(shù)學(xué)史的接受情況、滿意度和學(xué)習(xí)效果,調(diào)查結(jié)果顯示本研究的開發(fā)工作是有意義的,受到學(xué)生歡迎,對(duì)培養(yǎng)學(xué)生的數(shù)學(xué)學(xué)習(xí)興趣起到了一定的推動(dòng)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(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6
本文編號(hào)：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(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6
【參考文獻(xiàn)】
相關(guān)碩士學(xué)位論文 前2條
1 崔海燕;中學(xué)數(shù)學(xué)史教學(xué)案例研究[D];遼寧師范大學(xué);2011年
2 陳克勝;數(shù)學(xué)史知識(shí)融入高中數(shù)學(xué)教學(xué)的探討[D];華中師范大學(xué);2005年
，本文編號(hào)：2263783
本文鏈接：http://sikaile.net/jiaoyulunwen/chuzhongjiaoyu/2263783.html
最近更新
教材專著
