【摘要】：近年來,義務教育階段數(shù)學課本中滲透了很多數(shù)學史材料,這表明,新課程標準越來越重視將數(shù)學史融入數(shù)學課堂教學。然而,在真正將數(shù)學史全面融入數(shù)學課堂教學之前,仍然有幾個關鍵問題需要通過理論和實踐相結(jié)合的方式來進行深入地研究,包括一線教師是否對數(shù)學史的教育價值有充分的了解和認同,是否對數(shù)學史相關的知識有足夠的掌握,能否以科學的方式正確的選擇數(shù)學史相關資料用于日常教學,以及如何將數(shù)學史與教材進行深度融合并用于課堂教學。通過對相關文獻的大量查閱,了解到數(shù)學史融入初中數(shù)學教學的研究大多停留在理論水平,很少有具體的案例研究。本論文以深圳市寶安區(qū)第二外國語學校為研究對象,經(jīng)過訪談、問卷等實際調(diào)查,了解了數(shù)學史在初中數(shù)學教學中應用的現(xiàn)狀。調(diào)查結(jié)果表明:大部分初中數(shù)學教師并沒有完全認同數(shù)學史的教育價值,對數(shù)學史融入數(shù)學教學的作用仍持有懷疑的態(tài)度,此外,他們既沒有掌握足夠的數(shù)學史相關知識,也沒有改變教學現(xiàn)狀、將數(shù)學史應用于課堂教學的積極性,更不用提以科學有效的方式將數(shù)學史融入到數(shù)學課堂教學中。在一線教學期間,在校內(nèi)多名同事的支持和幫助下完成了多次教學實驗。實驗選取了水平相當?shù)膬蓚�平行班作為實驗對象,然后針對相同的教學內(nèi)容制定了兩種不同的教學設計,一種在教學過程中融入了數(shù)學史的相關內(nèi)容,一種則沒有。通過控制變量法,即控制是否在教學過程中應用了數(shù)學史這一因素,來進行對比試驗。以學生訪談、問卷調(diào)查、測試等諸多手段來了解不同教學設計的教學效果,形成教學案例并得出結(jié)論。最后,對實驗方法、步驟、過程和數(shù)據(jù)進行復盤和總結(jié),結(jié)論如下:一是將數(shù)學史應用于數(shù)學課堂教學有利于提高學生學習數(shù)學的興趣,二是,可以讓學生了解數(shù)學知識的來源與發(fā)展,不僅知其然也能知其所以然,而不僅僅是學習“掐頭去尾”的數(shù)學知識。三是,將數(shù)學史應用于數(shù)學教學可以讓學生對于所學知識印象更深刻、掌握更牢固,提高學生的學習效果。綜上所述,本論文對于是否應將數(shù)學史應用于數(shù)學教學以及如何應用具有一定的參考價值,并起到了一定的推廣作用。
[Abstract]:In recent years, a lot of mathematics history materials have been infiltrated into mathematics textbooks in compulsory education stage, which indicates that the new curriculum standards pay more and more attention to integrating mathematics history into mathematics classroom teaching. However, before the history of mathematics is truly integrated into the classroom teaching of mathematics, there are still several key problems that need to be deeply studied through the combination of theory and practice. Including whether the first-line teachers have sufficient understanding and recognition of the educational value of the history of mathematics, whether they have enough knowledge about the history of mathematics, and whether they can correctly select the relevant materials of the history of mathematics for daily teaching in a scientific manner. And how to integrate the history of mathematics with the textbook and use it in classroom teaching. Through a large number of reference to the relevant literature, we know that the study of mathematics history into junior high school mathematics teaching mostly stays at the theoretical level, and there are few specific case studies. This paper takes the second Foreign language School of Baoan District of Shenzhen as the research object, through the actual investigation such as interview, questionnaire and so on, has understood the mathematics history in the junior high school mathematics teaching present situation. The results show that most junior high school mathematics teachers do not fully agree with the educational value of mathematics history, and still have doubts about the role of mathematics history in mathematics teaching. In addition, they do not have enough knowledge of mathematics history. It does not change the present situation of teaching, and applies the history of mathematics to the enthusiasm of classroom teaching, not to mention integrating the history of mathematics into the teaching of mathematics in a scientific and effective way. During the first-line teaching period, many teaching experiments were carried out with the support and help of many colleagues. The experiment selects two parallel classes of the same level as experimental objects, and then formulates two different teaching designs for the same teaching content. One includes the related contents of mathematics history in the teaching process, and the other one does not. By controlling variable method, that is, controlling whether mathematics history is applied in the teaching process, the comparative experiment is carried out. Students' interviews, questionnaires, tests and so on are used to understand the teaching effects of different teaching designs, and to form teaching cases and draw conclusions. Finally, the experimental methods, steps, processes and data are reviewed and summarized. The conclusions are as follows: first, applying the history of mathematics to mathematics classroom teaching is conducive to enhancing students' interest in learning mathematics; second, Students can understand the source and development of mathematical knowledge, not only know why but also know why, and not only learn the mathematical knowledge of "strangling one's head and tail". Thirdly, applying the history of mathematics to mathematics teaching can make students more impressed by what they have learned, grasp it more firmly, and improve their learning effect. To sum up, this paper has some reference value on whether to apply the history of mathematics to mathematics teaching and how to apply it, and has played a certain role in popularizing it.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.6

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