本文選題：數學史 + 初中數學教師��； 參考：《新疆師范大學》2017年碩士論文

【摘要】：根據初中數學教科書的數學史知識,對初中數學教師數學史知識的掌握現狀進行了積極的探索.其中主要是通過測試卷的形式進行研究,另外輔以訪談教師一些與數學史有關的問答題的形式,來分析初中數學教科書中的數學史知識,揭示初中數學教師的數學史知識掌握情況.首先從呈現形式和呈現內容兩個維度,梳理分析人教版(2011版)初中數學教科書中的數學史知識.這些數學史知識以閱讀與思考、觀察與猜想、數學活動、習題、專題、人物頭像、章前圖等多種呈現形式出現在教科書的不同位置.正文呈現只有寥寥幾處,教師真正還原歷史上的證明過程是勾股定理的證明.其次以初中教科書中的數學史知識為素材,設計一份合理的數學史知識的測試卷,調查初中數學教師的數學史掌握情況,揭示初中數學教師的數學史知識掌握的情況.絕大多數教師雖然認可數學史知識對其教學的重要性,但許多教師在平時教學中很少滲透數學史知識內容.通過測試卷結果可以發(fā)現:初中數學教師們對初中數學教科書中涉及到的數學史常識、數學家小故事、數學概念、解法及證明、數學史上的經典問題以及其它數學史掌握的程度整體不容樂觀,數學史知識貯備量十分匱乏.其中不同學歷、不同教齡、不同職稱的初中數學教師對教科書中的數學史知識掌握,存在著不同程度的顯著性差異.最后根據初中數學教師數學史知識的掌握情況,及影響初中數學教師掌握數學史知識的原因,提出加強初中數學教師對數學史知識學習的方法和提高初中數學教師數學史素養(yǎng)的策略.第一:針對性的在初中數學教科書中擴充數學史知識;第二:加強初中數學教師數學史知識的培訓;第三:適當增加數學史知識在中考的考察內容.
[Abstract]:According to the mathematics history knowledge of junior high school mathematics textbook, this paper explores the current situation of mathematics history knowledge of mathematics teachers in junior high school. Among them, mainly through the form of test papers, in addition to interview teachers with some questions related to the history of mathematics in the form of questions, to analyze the history of mathematics in junior high school mathematics textbooks, To reveal the knowledge of mathematics history of junior high school mathematics teachers. Firstly, from the two dimensions of presentation form and presentation content, this paper analyzes the history of mathematics in junior high school mathematics textbooks. The knowledge of mathematical history appears in different positions in textbooks in the form of reading and thinking, observation and conjecture, mathematical activities, exercises, special topics, figures and pictures before the chapter. There are only a few parts in the text, and the proof process of the teacher's true restoration history is the proof of the Pythagorean theorem. Secondly, taking the history knowledge of mathematics in junior middle school textbooks as the material, we design a reasonable test paper of mathematics history knowledge, investigate the mathematics history of junior high school mathematics teachers, and reveal the knowledge of mathematics history of junior high school mathematics teachers. Although most teachers recognize the importance of mathematics history knowledge to their teaching, many teachers seldom infiltrate mathematics history knowledge in normal teaching. Through the test results, we can find: junior high school mathematics teachers involved in junior high school mathematics textbooks about the history of mathematics, mathematician stories, mathematical concepts, solutions and proof, The classical problems in the history of mathematics and the degree of mastering the history of mathematics are not optimistic, and the reserve of knowledge of the history of mathematics is very scarce. Among them, there are significant differences in the knowledge of mathematics history in textbooks among junior high school mathematics teachers with different educational background, different teaching years and different titles. Finally, according to the knowledge of mathematics history of junior high school mathematics teachers, and the reasons that affect the junior high school mathematics teachers to master mathematics history knowledge, This paper puts forward the methods of strengthening the learning of mathematics history knowledge of mathematics teachers in junior high school and the strategies of improving mathematics history literacy of junior high school mathematics teachers. The first is to expand mathematics history knowledge in junior high school mathematics textbooks; the second is to strengthen the training of mathematics history knowledge of junior high school mathematics teachers; third: to increase the investigation content of mathematics history knowledge in the middle school.
【學位授予單位】：新疆師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.6

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本文編號：1999933