数学史背景下高中数学解题教学的行动研究.pdfVIP

数学史背景下高中数学解题教学的行动研究 摘 要 本研究的主要目的是探讨如何在数学史背景下开展高中数学解题教学的实 践。通过相关的教学情景和案例，在行动研究中了解教师和学生对数学史背景下 开展解题教学的真实感受，以及在教学时所面临的困难和问题，探索解决问题的 方法和策略。 研究结果发现，绝大多数学生对数学史背景下开展解题教学持赞同意见，学 生最希望数学史在解题中发挥的功能是其对数学情感和认知的帮助，而对于文化 领域的功能并不重视。对于数学史背景下开展解题教学所采用的一些方式，学生 认为课堂教学实施的价值较大，特别是根据教学进度，从平时的训练题（如，教 材中的例题、练习题、考试中的题目）着手结合相关的数学史料，利用学习单开 展教学实践，而对于课外自主学习评价较低。另一方面，在研究的过程中，研究 者本人对数学史的认识与应用方式发生了变化，数学史与数学教育方面的素养以 及人文素养均得到了提高，增强了分析、反思批判的能力，并逐渐导向以学生为 主体的解题教学。 最后，基于本研究的发现，对数学史背景下开展解题教学提出了一些设想和 建议。 关键词：数学史，数学教育，解题教学，行动研究 - 5 - 数学史背景下高中数学解题教学的行动研究 ABSTRACT The main purpose of this research is to explore how to carry on mathematics problem-solving instruction in the context of mathematics history in senior high school. Through the teaching contexts and cases, we further discuss the true feelings of both teachers and students to problem-solving instruction in the context of mathematics history. Also we identify the difficulties and problems that face us and explore the strategies and methods of solving the problems. It is found that most students agree to the way of problem-solving instruction in the context of mathematics history. As to the functions of the history of mathematics to problem-solving, the students pay more attention to its help in mathematical emotion and cognition than to its help in cultural realm. As to the way of problem-solving instruction in the context of mathematics history, the students think classroom teaching is more valuable than independent study after class, especially the design of workcards using historical materials, according to the teaching progress and the ex