【摘要】：數(shù)學(xué)史在數(shù)學(xué)教育中的作用,一直是國(guó)內(nèi)外數(shù)學(xué)家所重視的一個(gè)話題。國(guó)內(nèi)外專家學(xué)者一致認(rèn)為將數(shù)學(xué)史融入到課堂教學(xué)中,能提升學(xué)生的學(xué)習(xí)樂(lè)趣;讓學(xué)生親身體會(huì)數(shù)學(xué)的發(fā)生過(guò)程,以達(dá)到優(yōu)化課堂教學(xué)。與此同時(shí),教學(xué)連貫性已被定義為數(shù)學(xué)課堂中有效教學(xué)的重要特征,因此,在課堂教學(xué)中,有效利用數(shù)學(xué)史的課堂教學(xué)方法,提高數(shù)學(xué)史在課堂教學(xué)中的連貫性,是本研究的主要內(nèi)容。調(diào)查表明連貫的課堂教育有利于學(xué)生學(xué)習(xí)成績(jī)的提高,更有助于學(xué)生連貫性思維的養(yǎng)成,與此同時(shí),隨著數(shù)學(xué)史在課堂教學(xué)中的逐漸被接受以及到目前的被肯定,HPM教學(xué)設(shè)計(jì)以及HPM運(yùn)用到教學(xué)設(shè)計(jì)中的方法顯得更加重要;HPM視野下的課堂教學(xué)連貫性也必將成為學(xué)者研究的一個(gè)話題。針對(duì)HPM教學(xué)是否連貫,本文主要是從以下四個(gè)方面展開(kāi)研究調(diào)查:一、通過(guò)對(duì)教師的訪談和學(xué)生問(wèn)卷調(diào)查準(zhǔn)確把握數(shù)學(xué)史融入于課堂教學(xué)的現(xiàn)狀及存在的問(wèn)題,其中主要針對(duì)HPM教學(xué)中的課堂連貫性展開(kāi)行動(dòng)研究;二、通過(guò)對(duì)現(xiàn)有數(shù)學(xué)史教學(xué)案例的分析,把握我國(guó)目前HPM教學(xué)實(shí)踐現(xiàn)狀,并概括數(shù)學(xué)史運(yùn)用到教學(xué)中的主要方法;三、通過(guò)融入數(shù)學(xué)史的初中勾股定理教學(xué)設(shè)計(jì)與實(shí)踐,探索如何在教學(xué)中使數(shù)學(xué)史的功能發(fā)揮的水到渠成,為避免HPM教學(xué)的生搬硬套,教學(xué)設(shè)計(jì)需要注意哪些問(wèn)題;教學(xué)設(shè)計(jì)的生成:通過(guò)同一個(gè)老師設(shè)計(jì)的兩個(gè)不同的教學(xué)方案:第一個(gè)教學(xué)設(shè)計(jì)是這名老師根據(jù)自己對(duì)HPM教學(xué)的理解自行設(shè)計(jì);第二個(gè)教學(xué)設(shè)計(jì)是經(jīng)過(guò)多名有教學(xué)經(jīng)驗(yàn)的優(yōu)秀老師以及HPM方面的有關(guān)專家指導(dǎo)后由該老師在原基礎(chǔ)上修改而成。兩個(gè)教學(xué)設(shè)計(jì)的實(shí)施:兩個(gè)不同的教學(xué)設(shè)計(jì)分別是在某中學(xué)八年級(jí)兩個(gè)不同的班級(jí)進(jìn)行實(shí)施,這兩個(gè)班級(jí)均是第一次學(xué)習(xí)勾股定理。四、通過(guò)對(duì)學(xué)生的課下訪談和問(wèn)卷調(diào)查,了解學(xué)生對(duì)數(shù)學(xué)史融入到課堂教學(xué)的接受能力和認(rèn)同度,了解HPM教學(xué)設(shè)計(jì)和實(shí)踐在情感方面和認(rèn)知層面的作用,以及對(duì)教師本身專業(yè)素養(yǎng)發(fā)展的意義。通過(guò)研究調(diào)查以及數(shù)據(jù)分析分別從學(xué)生和老師的角度研究數(shù)學(xué)史融入到課堂教學(xué)中在連貫性方面的現(xiàn)狀與不足,并從歷史材料選取,數(shù)學(xué)史的融入方法,以及怎樣設(shè)計(jì)出一堂更加連貫的HPM教學(xué)提出自己的幾點(diǎn)建議。
[Abstract]:The role of mathematics history in mathematics education has always been a topic that mathematicians at home and abroad attach importance to. Experts and scholars at home and abroad agree that integrating the history of mathematics into classroom teaching can enhance the students' learning fun and let students experience the process of mathematics in order to optimize the classroom teaching. At the same time, teaching coherence has been defined as an important feature of effective teaching in mathematics classroom. Therefore, in classroom teaching, the classroom teaching method of mathematics history can be used effectively to improve the coherence of mathematics history in classroom teaching. Is the main content of this study. The investigation shows that a coherent classroom education is beneficial to the improvement of students' academic achievement and to the development of students' consistent thinking. At the same time, with the gradual acceptance of the history of mathematics in classroom teaching and the affirmation of the present one, The teaching design of HPM and the method of applying HPM to teaching design are more important. The coherence of classroom teaching under the HPM vision will certainly become a topic for scholars to study. As to whether HPM teaching is coherent or not, this paper mainly focuses on the following four aspects: first, through the interviews of teachers and student questionnaires, we can accurately grasp the current situation and existing problems of integrating the history of mathematics into classroom teaching. It mainly focuses on the classroom coherence in HPM teaching. Second, through the analysis of the existing teaching cases of the history of mathematics, grasp the current situation of HPM teaching practice in China, and summarize the main methods used in the teaching of the history of mathematics; Thirdly, through the teaching design and practice of the Pythagorean Theorem in junior high school, the author explores how to make the function of mathematics history come into being in the teaching, and what problems should be paid attention to in order to avoid the HPM teaching. The generation of teaching design: through two different teaching schemes designed by the same teacher: the first teaching design is designed by the teacher according to his own understanding of HPM teaching; The second teaching design was modified by a number of experienced teachers as well as experts in HPM. The implementation of two teaching designs: two different teaching designs are carried out in two different classes of grade eight in a middle school, both of which are the first time to learn the Pythagorean theorem. Fourthly, through the students' after-class interviews and questionnaires, to understand the students' acceptance ability and acceptance degree of the mathematics history into the classroom teaching, and to understand the role of HPM teaching design and practice in emotional and cognitive aspects. And the significance of the development of teachers' own professional accomplishment. Through the research investigation and the data analysis respectively from the student and the teacher's angle studies the mathematics history to melt into the classroom teaching in the continuity aspect present situation and the insufficiency, and from the historical material selection, the mathematics history integration method, And how to design a more coherent HPM teaching to put forward their own several suggestions.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6

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相關(guān)期刊論文 前1條

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本文編號(hào)：2419223