HPM视角下初中数学教学设计研究

发布时间：2018-01-04 12:27

本文关键词：HPM视角下初中数学教学设计研究　出处：《陕西师范大学》2015年硕士论文　论文类型：学位论文

更多相关文章： HPM 数学史 初中数学 案例设计

【摘要】：将数学史融入到数学教育中是国内外学者关注的热点问题。在新课程改革的背景下,数学史的教育价值得到了广大教育者的认同,数学教材中数学史的内容也已经得到增加。面对国内数学教育中人文精神的缺失的现状,倡导数学史走进课堂中的呼声越来越高。但是,数学史在初中数学课堂教学中处于什么地位?如何应对这一处境?针对这些问题,本文在国内外文献研究和问卷调查的基础上,以HPM(History and Pedagogy of Mathematics)视角下的初中教学设计为研究对象,进行分析和探讨。为了解数学史在初中数学学科学习中的地位,研究过程中对教师和学生分别实施问卷调查,在实践调研的基础上,通过对数据的整理分析,获得以下信息：目前初中师生已具备一定的数学史知识但是仍需提升；虽然广大师生对融入数学史的教学案例持认同的态度,但是,在实际教学中HPM教学案例的应用很少。究其原因可以分为外部因素和内部因素,从外部因素讲,可供教师直接使用的HPM教学案例缺乏；教育主管部门、教师对数学史内容的忽视；教育评价制度的限制等,从内部因素讲,教师自身能力水平,教学压力的限制不利于教师开发HPM教学案例；学生对于考试关联不大的内容的漠视等。针对数学史走进数学课堂教学中存在的困境,本文从HPM教学设计的编制入手,对可融入教学设计的数学史内容进行分类,按照数学史形态的不同将其分为五类；按照数学史融入案例中的方式,将HPM教学案例划分为：附加型、嫁接型和嵌入型三种；在文献研究的基础上,阐述了编制HPM教学案例应该遵循：事实求是、实用性、启发性和可操作性的原则；在此基础上,探讨了编制HPM案例的具体操作过程。根据HPM教学案例编制的理论基础,选择不同的内容编制了两则HPM教学案例,从实践角度对所阐述的理论知识进行回应。本文研究发现,数学史与数学教育结合已经得到了各方面的重视,但HPM教学案例的运用、设计水平有待提高。为此提出了加强一线工作者数学史知识内容,深化HPM教学案例的开发,转变教育评价方式的建议,以求数学史内容能够尽快走进数学课堂,切实的发挥其教育价值。
[Abstract]:Integrating the history of mathematics into mathematics education is a hot issue that scholars at home and abroad pay close attention to. Under the background of the new curriculum reform, the educational value of mathematics history has been recognized by the majority of educators. The content of mathematics history in mathematics teaching materials has also been increased. In the face of the lack of humanistic spirit in the domestic mathematics education, the advocacy of mathematics history into the classroom is becoming more and more popular. What is the position of mathematics history in middle school mathematics classroom teaching? How to deal with this situation? In view of these problems, this paper based on the domestic and foreign literature research and questionnaire survey. This paper takes the teaching design of junior high school from the perspective of HPM(History and Pedagogy of mathematics as the research object. In order to understand the status of mathematics history in the study of mathematics in junior high school, teachers and students were investigated by questionnaire, and the data were sorted and analyzed on the basis of practical investigation. Obtain the following information: at present junior middle school teachers and students have a certain knowledge of mathematics history but still need to improve; Although the majority of teachers and students to integrate into the history of mathematics teaching cases with an identity attitude, but in the actual teaching of the application of HPM teaching cases, the reasons can be divided into external factors and internal factors. From the external factors, there is a lack of HPM teaching cases which can be used directly by teachers. In charge of education, teachers ignore the content of mathematics history; The limitation of the educational evaluation system, from the internal factors, the teacher's own ability level, the teaching pressure limit is unfavorable to the teacher to develop the HPM teaching case; In view of the difficulties of mathematics history entering mathematics classroom teaching, this paper starts with the compilation of HPM teaching design. The content of mathematics history which can be integrated into teaching design is classified into five categories according to the different forms of mathematics history. According to the way of integrating mathematics history into cases, the teaching cases of HPM are divided into three types: additional type, grafting type and embedded type; On the basis of literature research, this paper expounds the principles of following in compiling HPM teaching cases: seeking truth from facts, practicability, enlightenment and maneuverability; On this basis, this paper discusses the concrete operation process of compiling HPM cases. According to the theoretical basis of HPM teaching case compilation, two HPM teaching cases are compiled with different contents. This paper finds that the combination of mathematics history and mathematics education has been paid attention to from all aspects, but the application of HPM teaching cases. The design level needs to be improved. Therefore, some suggestions are put forward to strengthen the knowledge of mathematics history of front-line workers, deepen the development of HPM teaching cases, and change the way of educational evaluation. In order to seek the content of mathematics history can enter the mathematics classroom as soon as possible and give full play to its educational value.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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