【摘要】：近年來(lái),義務(wù)教育階段數(shù)學(xué)課本中滲透了很多數(shù)學(xué)史材料,這表明,新課程標(biāo)準(zhǔn)越來(lái)越重視將數(shù)學(xué)史融入數(shù)學(xué)課堂教學(xué)。然而,在真正將數(shù)學(xué)史全面融入數(shù)學(xué)課堂教學(xué)之前,仍然有幾個(gè)關(guān)鍵問(wèn)題需要通過(guò)理論和實(shí)踐相結(jié)合的方式來(lái)進(jìn)行深入地研究,包括一線教師是否對(duì)數(shù)學(xué)史的教育價(jià)值有充分的了解和認(rèn)同,是否對(duì)數(shù)學(xué)史相關(guān)的知識(shí)有足夠的掌握,能否以科學(xué)的方式正確的選擇數(shù)學(xué)史相關(guān)資料用于日常教學(xué),以及如何將數(shù)學(xué)史與教材進(jìn)行深度融合并用于課堂教學(xué)。通過(guò)對(duì)相關(guān)文獻(xiàn)的大量查閱,了解到數(shù)學(xué)史融入初中數(shù)學(xué)教學(xué)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(guó)語(yǔ)學(xué)校為研究對(duì)象,經(jīng)過(guò)訪談、問(wèn)卷等實(shí)際調(diào)查,了解了數(shù)學(xué)史在初中數(shù)學(xué)教學(xué)中應(yīng)用的現(xiàn)狀。調(diào)查結(jié)果表明:大部分初中數(shù)學(xué)教師并沒(méi)有完全認(rèn)同數(shù)學(xué)史的教育價(jià)值,對(duì)數(shù)學(xué)史融入數(shù)學(xué)教學(xué)的作用仍持有懷疑的態(tài)度,此外,他們既沒(méi)有掌握足夠的數(shù)學(xué)史相關(guān)知識(shí),也沒(méi)有改變教學(xué)現(xiàn)狀、將數(shù)學(xué)史應(yīng)用于課堂教學(xué)的積極性,更不用提以科學(xué)有效的方式將數(shù)學(xué)史融入到數(shù)學(xué)課堂教學(xué)中。在一線教學(xué)期間,在校內(nèi)多名同事的支持和幫助下完成了多次教學(xué)實(shí)驗(yàn)。實(shí)驗(yàn)選取了水平相當(dāng)?shù)膬蓚�(gè)平行班作為實(shí)驗(yàn)對(duì)象,然后針對(duì)相同的教學(xué)內(nèi)容制定了兩種不同的教學(xué)設(shè)計(jì),一種在教學(xué)過(guò)程中融入了數(shù)學(xué)史的相關(guān)內(nèi)容,一種則沒(méi)有。通過(guò)控制變量法,即控制是否在教學(xué)過(guò)程中應(yīng)用了數(shù)學(xué)史這一因素,來(lái)進(jìn)行對(duì)比試驗(yàn)。以學(xué)生訪談、問(wèn)卷調(diào)查、測(cè)試等諸多手段來(lái)了解不同教學(xué)設(shè)計(jì)的教學(xué)效果,形成教學(xué)案例并得出結(jié)論。最后,對(duì)實(shí)驗(yàn)方法、步驟、過(guò)程和數(shù)據(jù)進(jìn)行復(fù)盤和總結(jié),結(jié)論如下:一是將數(shù)學(xué)史應(yīng)用于數(shù)學(xué)課堂教學(xué)有利于提高學(xué)生學(xué)習(xí)數(shù)學(xué)的興趣,二是,可以讓學(xué)生了解數(shù)學(xué)知識(shí)的來(lái)源與發(fā)展,不僅知其然也能知其所以然,而不僅僅是學(xué)習(xí)“掐頭去尾”的數(shù)學(xué)知識(shí)。三是,將數(shù)學(xué)史應(yīng)用于數(shù)學(xué)教學(xué)可以讓學(xué)生對(duì)于所學(xué)知識(shí)印象更深刻、掌握更牢固,提高學(xué)生的學(xué)習(xí)效果。綜上所述,本論文對(duì)于是否應(yīng)將數(shù)學(xué)史應(yīng)用于數(shù)學(xué)教學(xué)以及如何應(yīng)用具有一定的參考價(jià)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(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.6

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 吳小妹;;數(shù)學(xué)史融入高中數(shù)學(xué)教學(xué)的模式[J];福建中學(xué)數(shù)學(xué);2016年11期

2 王海青;;基于數(shù)學(xué)史和《原本》思想的勾股定理教學(xué)價(jià)值思考[J];教學(xué)與管理;2016年10期

3 趙倩;謝穎;;初中數(shù)學(xué)教科書(shū)中數(shù)學(xué)史內(nèi)容設(shè)置的比較研究——以人教版與北師大版為例[J];長(zhǎng)春師范大學(xué)學(xué)報(bào);2016年02期

4 徐建榮;;引導(dǎo)學(xué)生體驗(yàn)勾股定理的發(fā)現(xiàn)和證明過(guò)程[J];初中數(shù)學(xué)教與學(xué);2016年02期

5 吳增生;;數(shù)學(xué)思想方法及其教學(xué)策略初探[J];數(shù)學(xué)教育學(xué)報(bào);2014年03期

6 汪曉勤;;數(shù)學(xué)史與數(shù)學(xué)教育[J];教育研究與評(píng)論(中學(xué)教育教學(xué));2014年01期

7 謝明初;;數(shù)學(xué)史應(yīng)用于數(shù)學(xué)教育:發(fā)展歷程與研究展望[J];廣東第二師范學(xué)院學(xué)報(bào);2013年05期

8 劉瑤;;史話尺規(guī)作圖[J];中學(xué)生數(shù)學(xué);2013年14期

9 王芳;汪曉勤;;HPM視角下橢圓概念教學(xué)的意義[J];中學(xué)數(shù)學(xué)月刊;2012年04期

10 荊俊華;;從圓周率史的發(fā)展看圓周率學(xué)習(xí)的指導(dǎo)[J];上海中學(xué)數(shù)學(xué);2011年04期

相關(guān)博士學(xué)位論文 前2條

1 張俊忠;數(shù)學(xué)史融入初中數(shù)學(xué)教育的研究[D];華中師范大學(xué);2015年

2 范廣輝;“數(shù)學(xué)史——探索”教學(xué)模式的理論構(gòu)建及其實(shí)施策略研究[D];西北大學(xué);2010年

相關(guān)碩士學(xué)位論文 前7條

1 史凌娟;高職院校數(shù)學(xué)教學(xué)中融入數(shù)學(xué)史的實(shí)驗(yàn)研究[D];云南師范大學(xué);2016年

2 王志剛;滲透數(shù)學(xué)史對(duì)提高高中數(shù)學(xué)教學(xué)有效性的研究與實(shí)踐[D];合肥師范學(xué)院;2015年

3 蘇玲玲;高中數(shù)學(xué)教學(xué)中融入數(shù)學(xué)史教學(xué)的研究[D];內(nèi)蒙古師范大學(xué);2014年

4 邢靜琪;中學(xué)數(shù)學(xué)教學(xué)中基于數(shù)學(xué)史的新知識(shí)引入的案例研究[D];華中師范大學(xué);2014年

5 劉佳;數(shù)學(xué)史與初中數(shù)學(xué)教學(xué)整合的現(xiàn)狀研究[D];陜西師范大學(xué);2013年

6 陳洪鵬;勾股定理研究[D];遼寧師范大學(xué);2011年

7 沈麗霞;數(shù)學(xué)史與中學(xué)數(shù)學(xué)教育[D];內(nèi)蒙古師范大學(xué);2007年

，

本文編號(hào)：2216923