本文關(guān)鍵詞： 數(shù)學(xué)史 小學(xué)數(shù)學(xué) 數(shù)學(xué)教學(xué) 實(shí)踐研究　出處：《四川師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：新課標(biāo)把數(shù)學(xué)素養(yǎng)的提高、情感態(tài)度價(jià)值觀、創(chuàng)新意識(shí)放到了更加重要的位置,對(duì)教師提出了更高的要求。筆者是一位長(zhǎng)期在教育崗位工作的一線教師,曾嘗試用講故事、放圖片、小組活動(dòng)、動(dòng)手操作甚至物質(zhì)獎(jiǎng)勵(lì)等各種辦法來提高學(xué)生對(duì)數(shù)學(xué)的學(xué)習(xí)興趣,卻很難讓學(xué)生真正的理解數(shù)學(xué),喜歡數(shù)學(xué),進(jìn)而欣賞到數(shù)學(xué)的美,體會(huì)到數(shù)學(xué)的價(jià)值。鑒于數(shù)學(xué)史有理解數(shù)學(xué)和進(jìn)行數(shù)學(xué)教育的作用,筆者嘗試在小學(xué)四年級(jí)日常數(shù)學(xué)教學(xué)中滲透數(shù)學(xué)史,對(duì)數(shù)學(xué)史融入小學(xué)數(shù)學(xué)教學(xué)進(jìn)行實(shí)踐探索。通過對(duì)學(xué)生的調(diào)查和觀察,了解數(shù)學(xué)史對(duì)小學(xué)生理解數(shù)學(xué)是否有作用,能夠在哪些方面產(chǎn)生影響。然后,在成都市某小學(xué)四年級(jí)的一班至四班共約150名學(xué)生中,進(jìn)行了數(shù)學(xué)史滲透在教學(xué)中的實(shí)踐研究。希望通過典型的案例,總結(jié)出指導(dǎo)以后教學(xué)的觀點(diǎn)和方法。本文選擇四個(gè)教學(xué)內(nèi)容,主要從教學(xué)設(shè)計(jì)和數(shù)據(jù)分析進(jìn)行了研究:首先,選擇教學(xué)內(nèi)容,進(jìn)行教學(xué)設(shè)計(jì)和課堂實(shí)錄。“確定位置”和“負(fù)數(shù)”是四年級(jí)的正常教學(xué)內(nèi)容�！按_定位置”與后續(xù)的坐標(biāo)思想有聯(lián)系,“負(fù)數(shù)”概念有一個(gè)接受過程,學(xué)生理解“負(fù)數(shù)”也有困難。故針對(duì)這兩節(jié)常態(tài)課“確定位置”、“負(fù)數(shù)”結(jié)合數(shù)學(xué)史進(jìn)行教學(xué)設(shè)計(jì)。小學(xué)四年級(jí)已經(jīng)學(xué)完了整數(shù)及其四則運(yùn)算,對(duì)分?jǐn)?shù)和小數(shù)都會(huì)加減法;已經(jīng)學(xué)完了基本平面圖形,會(huì)計(jì)算周長(zhǎng)和面積,也認(rèn)識(shí)了基本的立體圖形。但對(duì)數(shù)與形的來源和發(fā)展接觸較少。于是設(shè)計(jì)了兩節(jié)數(shù)學(xué)史欣賞課“神奇的數(shù)”、“奇妙的形”。對(duì)這兩節(jié)常態(tài)課和欣賞課進(jìn)行課堂實(shí)錄。對(duì)教師的教學(xué)行為和學(xué)生的學(xué)習(xí)表現(xiàn)進(jìn)行了觀察和描述,記錄了教師對(duì)課堂教學(xué)的反思。其次,針對(duì)教學(xué)內(nèi)容,對(duì)學(xué)生進(jìn)行了問卷調(diào)查。從中不僅可以看出學(xué)生對(duì)所學(xué)內(nèi)容的理解和運(yùn)用,對(duì)數(shù)學(xué)家的貢獻(xiàn)和魅力的認(rèn)識(shí),還可以看出學(xué)生能生動(dòng)的表達(dá)自己獨(dú)特的觀點(diǎn),對(duì)所學(xué)內(nèi)容有了興趣并有了進(jìn)一步探究的愿望。最后,根據(jù)學(xué)生問卷進(jìn)行數(shù)據(jù)統(tǒng)計(jì),采用餅狀圖、表格、文字進(jìn)行描述性分析,進(jìn)而得出研究結(jié)論:其一,通過實(shí)驗(yàn)組和對(duì)照組的數(shù)據(jù)比較,看出兩組的不同。實(shí)驗(yàn)組的學(xué)生視野更加開闊,回答問題角度更多元化,更有追根溯源的意識(shí),學(xué)生求知欲望更高,更容易看出學(xué)生的數(shù)學(xué)素養(yǎng)。實(shí)驗(yàn)組的學(xué)生部分能改變以往對(duì)數(shù)學(xué)僅僅只是枯燥的計(jì)算做題的看法。其二,通過對(duì)實(shí)驗(yàn)組課后數(shù)據(jù)分析,看出數(shù)學(xué)史對(duì)學(xué)生影響更多是在有助于學(xué)生對(duì)數(shù)學(xué)的理解和欣賞,有助于學(xué)生形成良好的情感、態(tài)度、價(jià)值觀,有助于學(xué)生主動(dòng)思考、創(chuàng)新,以及引起學(xué)生興趣這幾方面。不僅僅是平時(shí)成績(jī)方面優(yōu)秀的學(xué)生才能接納的內(nèi)容,而且中等生,后進(jìn)生都能從中有不同程度的收獲。其三,通過兩節(jié)常態(tài)課和兩節(jié)欣賞課的課后對(duì)比,發(fā)現(xiàn),數(shù)學(xué)史在數(shù)學(xué)教學(xué)中的滲透,不只是完整的欣賞課能收到良好的效果,在常態(tài)課中滲透數(shù)學(xué)史也能收到良好的,甚至是更好的效果。取得效果的程度不是取決于數(shù)學(xué)史內(nèi)容的多少,而更多取決于所涉及到的思想的深刻性和內(nèi)容的結(jié)合度。其四,綜合整個(gè)研究過程,筆者認(rèn)為,數(shù)學(xué)史不能獨(dú)立的存在教學(xué)中,也不能替代數(shù)學(xué)日常教學(xué),但卻是不可或缺的。研究數(shù)據(jù)反映出數(shù)學(xué)史恰好能彌補(bǔ)傳統(tǒng)數(shù)學(xué)的不足,豐富探究性教學(xué)的素材。在論文最后,附上教學(xué)使用的PPT,部分學(xué)生的回答的照片等作為資料補(bǔ)充。
[Abstract]:The new curriculum of mathematics literacy, emotion attitude and values, sense of innovation in a more important position, put forward higher requirements for teachers. The author is a long-term work in the education of teachers, tried to tell the story, put pictures, group activities, hand operation and even material rewards etc. a way to improve the students' interest in learning mathematics, but it is very difficult to understand the true love of mathematics, mathematics, and enjoy the beauty of mathematics, feel the value of mathematics. In view of the history of mathematics and mathematics education mathematics understanding for the author attempts to penetrate the history of mathematics in the fourth grade primary school mathematics teaching in the daily. On the history of mathematics into primary school mathematics teaching practice. Through the investigation and observation of the students' understanding of the history of mathematics, mathematics is a role for the pupils to understand, can influence in what aspects. Then, in Chengdu A primary school in the fourth grade one to four classes of about 150 students, study the practice in teaching the history of mathematics. Hope penetration through a typical case, summed up the guiding ideas and methods of teaching. This paper chooses four teaching content, mainly from the teaching design and data analysis are studied. First of all, the choice of teaching content, teaching design and classroom memoir. "Position" and "negative" is the normal teaching content of the fourth grade. "Find the location" is associated with subsequent coordinates and "negative" concept is a process of acceptance, the students understand the "negative" is also difficult. So for this two normal class "position", "negative" combined with the history of mathematics teaching design. The fourth grade primary school has been finished and the integer four operations, will add and subtract of fractions and decimals; have finished basic graphics, accounting Is the perimeter and the area, also recognized the basic three-dimensional graphics. But the origin and development of less contact with the shape and design of log two the history of mathematics appreciation "magic number", "wonderful shape". The two normal classes and appreciation class classroom record. The learning performance of teachers' teaching behavior and the students were observed and described, records of the teachers' Reflection on classroom teaching. Secondly, according to the teaching content, conducted a survey of students. Not only can be seen from the students' understanding and use of the content, understanding of the contribution of mathematicians and charm, we can also see the students to their own unique point of view the expression of vivid, learning content with interest and further exploration of desire. At last, according to the statistical data of students by questionnaire, pie charts, tables, text descriptive analysis, and then draw the conclusion of the study: First, through the experimental group and the control group data comparison, see the two groups. The experimental group of students to answer the questions of the vision is more open, more diversified, more in their consciousness, students desire for knowledge is higher, it is easy to see the students' mathematical literacy. The experimental group students can change the past part of mathematics only do the calculation boring view. Secondly, through the analysis of the experimental group after the data, that is more in the history of Mathematics for students is helpful for students to understand and appreciate mathematics, help to form a good student in emotion, attitude, values, help students to active thinking, innovation, and arouse students this is not only interested in several aspects. The scores of excellent students can receive the content, and the secondary students, students will be able to have different levels of harvest. Third, appreciation through two normal classes and two Found after contrast, penetrate the history of mathematics in mathematics teaching, not only complete appreciation can receive the good effect, penetrate the history of mathematics in normal class can also receive good, even better. What made the extent of the effect depends not on the history of mathematics content, and the combination of profound and more depends on the content relates to the idea of the comprehensive. Fourth, the whole process of the research, the author believes that the history of mathematics cannot exist independently in the teaching of mathematics is not a substitute for daily teaching, but it is indispensable. The research data shows that the history of mathematics can remedy the deficiency of traditional mathematics, rich inquiry teaching material in the end, with the use of teaching PPT, some students answer the photos as supplement.

【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.5

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