【摘要】：近幾年,隨著新課改的推進(jìn),高考的改革,導(dǎo)數(shù)在高考中的地位越來越重要,它是微積分的核心,它是高中大學(xué)銜接的紐帶,它是現(xiàn)代數(shù)學(xué)發(fā)展的基石。導(dǎo)數(shù)是學(xué)生又怕又愛的內(nèi)容,怕是因?yàn)樗拍畹纳願(yuàn)W,題目的困難;愛是因?yàn)樗ぞ叩膹?qiáng)大,解題的便捷。如何理解導(dǎo)數(shù)的內(nèi)涵、如何認(rèn)知導(dǎo)數(shù)的本質(zhì)成為學(xué)生的難題也是教學(xué)者的難題。HPM是對(duì)數(shù)學(xué)史與數(shù)學(xué)文化的研究,HPM的教育價(jià)值近些年在中國(guó)得到充分的肯定認(rèn)同。因此,HPM的實(shí)踐給導(dǎo)數(shù)的教學(xué)提供了一條嶄新的方向。我們基于歷史的視角對(duì)導(dǎo)數(shù)進(jìn)行再設(shè)計(jì),還原導(dǎo)數(shù)產(chǎn)生的背景,創(chuàng)設(shè)活動(dòng),讓學(xué)生成為知識(shí)的發(fā)現(xiàn)者,感悟數(shù)學(xué)史的樂趣。本文采用行動(dòng)研究法,研究HPM在導(dǎo)數(shù)的教學(xué)實(shí)踐。通過計(jì)劃、行動(dòng)、反饋、反思得出以下幾點(diǎn)結(jié)論:1.數(shù)學(xué)史融入導(dǎo)數(shù)課堂的教學(xué)實(shí)實(shí)在在的幫助學(xué)生提高了對(duì)導(dǎo)數(shù)內(nèi)涵的認(rèn)知。2.數(shù)學(xué)史的研究給教師帶來了既有沖突和困惑,也有挑戰(zhàn)和收獲。3.數(shù)學(xué)史能夠極大的提升學(xué)生探究的興趣,激發(fā)課堂的活性。但不能喧賓奪主,使得整個(gè)課堂成了表演課。建議以"融入式"為主。4.在教學(xué)設(shè)計(jì)的時(shí)候,數(shù)學(xué)史給學(xué)生帶來了極大的新鮮感。但不能為了教數(shù)學(xué)史改變課本的知識(shí)呈現(xiàn),要兼顧課本的體系。5.不能把數(shù)學(xué)史融入課堂當(dāng)成了講點(diǎn)小故事,放點(diǎn)微視頻。要切實(shí)關(guān)注這些史料給學(xué)生對(duì)知識(shí)內(nèi)涵的認(rèn)知帶來幫助性,否則寧可"忍痛割愛"。6.現(xiàn)行教材對(duì)數(shù)學(xué)文化和數(shù)學(xué)史的要求還比較薄弱,教材中基于數(shù)學(xué)史背景的案例還比較少,但是大部分中學(xué)生對(duì)數(shù)學(xué)史興趣濃厚,而中學(xué)教師數(shù)學(xué)史資料匱乏,建議今后編訂新的教材時(shí)候,加大基于數(shù)學(xué)史的案例。期待更多更好的數(shù)學(xué)史料
[Abstract]:In recent years, with the promotion of new curriculum reform, the reform of college entrance examination, derivative in the college entrance examination is more and more important, it is the core of calculus, it is the link between high school and university, it is the cornerstone of the development of modern mathematics. Derivative is the content of student's fear and love, afraid is because his concept is profound, the problem is difficult; love is because of his powerful tools, easy to solve problems. How to understand the connotation of derivative and how to recognize the essence of derivative is a difficult problem for students and teachers. HPM is a study of mathematics history and mathematics culture, and the educational value of HPM has been fully recognized in China in recent years. Therefore, the practice of HPM provides a new direction for derivative teaching. We redesign the derivative based on the historical perspective, restore the background of the derivative, create activities to make students become the discoverers of knowledge, and realize the fun of mathematical history. This article uses the action research method, studies the HPM in the derivative teaching practice. Through planning, action, feedback, reflection comes to the following conclusions: 1. The integration of mathematical history into derivative classroom teaching has helped students to improve their understanding of derivative connotation. 2. The study of the history of mathematics has brought both conflicts and puzzles to teachers, as well as challenges and gains. 3. The history of mathematics can greatly enhance students' interest in inquiry and stimulate classroom activity. But we can't make a scene, so that the whole class has become a performance lesson. The suggestion is mainly "integration". 4. In the teaching design, the history of mathematics has brought students a great novelty. However, we should not change the knowledge presentation of textbooks in order to teach the history of mathematics, and should take into account the system of textbooks. 5. Don't take math history into the classroom as a little story, a little video. It is necessary to pay close attention to these historical materials and bring help to the students' cognition of the connotation of knowledge, otherwise, they would rather "bear the pain of love". 6. The requirements of current textbooks for mathematics culture and history are still relatively weak, and there are few cases in the textbooks based on the background of mathematics history. However, most middle school students have strong interest in mathematics history, while middle school teachers lack information on mathematics history. It is suggested that the cases based on the history of mathematics should be increased when compiling new textbooks in the future. Looking forward to more and better mathematical historical data
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.6

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本文編號(hào)：2322060