HPM视野下的课堂教学连贯性研究
发布时间：2019-02-09 17:40
【摘要】：数学史在数学教育中的作用,一直是国内外数学家所重视的一个话题。国内外专家学者一致认为将数学史融入到课堂教学中,能提升学生的学习乐趣;让学生亲身体会数学的发生过程,以达到优化课堂教学。与此同时,教学连贯性已被定义为数学课堂中有效教学的重要特征,因此,在课堂教学中,有效利用数学史的课堂教学方法,提高数学史在课堂教学中的连贯性,是本研究的主要内容。调查表明连贯的课堂教育有利于学生学习成绩的提高,更有助于学生连贯性思维的养成,与此同时,随着数学史在课堂教学中的逐渐被接受以及到目前的被肯定,HPM教学设计以及HPM运用到教学设计中的方法显得更加重要;HPM视野下的课堂教学连贯性也必将成为学者研究的一个话题。针对HPM教学是否连贯,本文主要是从以下四个方面展开研究调查:一、通过对教师的访谈和学生问卷调查准确把握数学史融入于课堂教学的现状及存在的问题,其中主要针对HPM教学中的课堂连贯性展开行动研究;二、通过对现有数学史教学案例的分析,把握我国目前HPM教学实践现状,并概括数学史运用到教学中的主要方法;三、通过融入数学史的初中勾股定理教学设计与实践,探索如何在教学中使数学史的功能发挥的水到渠成,为避免HPM教学的生搬硬套,教学设计需要注意哪些问题;教学设计的生成:通过同一个老师设计的两个不同的教学方案:第一个教学设计是这名老师根据自己对HPM教学的理解自行设计;第二个教学设计是经过多名有教学经验的优秀老师以及HPM方面的有关专家指导后由该老师在原基础上修改而成。两个教学设计的实施:两个不同的教学设计分别是在某中学八年级两个不同的班级进行实施,这两个班级均是第一次学习勾股定理。四、通过对学生的课下访谈和问卷调查,了解学生对数学史融入到课堂教学的接受能力和认同度,了解HPM教学设计和实践在情感方面和认知层面的作用,以及对教师本身专业素养发展的意义。通过研究调查以及数据分析分别从学生和老师的角度研究数学史融入到课堂教学中在连贯性方面的现状与不足,并从历史材料选取,数学史的融入方法,以及怎样设计出一堂更加连贯的HPM教学提出自己的几点建议。
[Abstract]:The role of mathematics history in mathematics education has always been a topic that mathematicians at home and abroad attach importance to. Experts and scholars at home and abroad agree that integrating the history of mathematics into classroom teaching can enhance the students' learning fun and let students experience the process of mathematics in order to optimize the classroom teaching. At the same time, teaching coherence has been defined as an important feature of effective teaching in mathematics classroom. Therefore, in classroom teaching, the classroom teaching method of mathematics history can be used effectively to improve the coherence of mathematics history in classroom teaching. Is the main content of this study. The investigation shows that a coherent classroom education is beneficial to the improvement of students' academic achievement and to the development of students' consistent thinking. At the same time, with the gradual acceptance of the history of mathematics in classroom teaching and the affirmation of the present one, The teaching design of HPM and the method of applying HPM to teaching design are more important. The coherence of classroom teaching under the HPM vision will certainly become a topic for scholars to study. As to whether HPM teaching is coherent or not, this paper mainly focuses on the following four aspects: first, through the interviews of teachers and student questionnaires, we can accurately grasp the current situation and existing problems of integrating the history of mathematics into classroom teaching. It mainly focuses on the classroom coherence in HPM teaching. Second, through the analysis of the existing teaching cases of the history of mathematics, grasp the current situation of HPM teaching practice in China, and summarize the main methods used in the teaching of the history of mathematics; Thirdly, through the teaching design and practice of the Pythagorean Theorem in junior high school, the author explores how to make the function of mathematics history come into being in the teaching, and what problems should be paid attention to in order to avoid the HPM teaching. The generation of teaching design: through two different teaching schemes designed by the same teacher: the first teaching design is designed by the teacher according to his own understanding of HPM teaching; The second teaching design was modified by a number of experienced teachers as well as experts in HPM. The implementation of two teaching designs: two different teaching designs are carried out in two different classes of grade eight in a middle school, both of which are the first time to learn the Pythagorean theorem. Fourthly, through the students' after-class interviews and questionnaires, to understand the students' acceptance ability and acceptance degree of the mathematics history into the classroom teaching, and to understand the role of HPM teaching design and practice in emotional and cognitive aspects. And the significance of the development of teachers' own professional accomplishment. Through the research investigation and the data analysis respectively from the student and the teacher's angle studies the mathematics history to melt into the classroom teaching in the continuity aspect present situation and the insufficiency, and from the historical material selection, the mathematics history integration method, And how to design a more coherent HPM teaching to put forward their own several suggestions.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
本文编号：2419223
[Abstract]:The role of mathematics history in mathematics education has always been a topic that mathematicians at home and abroad attach importance to. Experts and scholars at home and abroad agree that integrating the history of mathematics into classroom teaching can enhance the students' learning fun and let students experience the process of mathematics in order to optimize the classroom teaching. At the same time, teaching coherence has been defined as an important feature of effective teaching in mathematics classroom. Therefore, in classroom teaching, the classroom teaching method of mathematics history can be used effectively to improve the coherence of mathematics history in classroom teaching. Is the main content of this study. The investigation shows that a coherent classroom education is beneficial to the improvement of students' academic achievement and to the development of students' consistent thinking. At the same time, with the gradual acceptance of the history of mathematics in classroom teaching and the affirmation of the present one, The teaching design of HPM and the method of applying HPM to teaching design are more important. The coherence of classroom teaching under the HPM vision will certainly become a topic for scholars to study. As to whether HPM teaching is coherent or not, this paper mainly focuses on the following four aspects: first, through the interviews of teachers and student questionnaires, we can accurately grasp the current situation and existing problems of integrating the history of mathematics into classroom teaching. It mainly focuses on the classroom coherence in HPM teaching. Second, through the analysis of the existing teaching cases of the history of mathematics, grasp the current situation of HPM teaching practice in China, and summarize the main methods used in the teaching of the history of mathematics; Thirdly, through the teaching design and practice of the Pythagorean Theorem in junior high school, the author explores how to make the function of mathematics history come into being in the teaching, and what problems should be paid attention to in order to avoid the HPM teaching. The generation of teaching design: through two different teaching schemes designed by the same teacher: the first teaching design is designed by the teacher according to his own understanding of HPM teaching; The second teaching design was modified by a number of experienced teachers as well as experts in HPM. The implementation of two teaching designs: two different teaching designs are carried out in two different classes of grade eight in a middle school, both of which are the first time to learn the Pythagorean theorem. Fourthly, through the students' after-class interviews and questionnaires, to understand the students' acceptance ability and acceptance degree of the mathematics history into the classroom teaching, and to understand the role of HPM teaching design and practice in emotional and cognitive aspects. And the significance of the development of teachers' own professional accomplishment. Through the research investigation and the data analysis respectively from the student and the teacher's angle studies the mathematics history to melt into the classroom teaching in the continuity aspect present situation and the insufficiency, and from the historical material selection, the mathematics history integration method, And how to design a more coherent HPM teaching to put forward their own several suggestions.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
【参考文献】
相关期刊论文 前1条
1 张奠宙;;关于数学史和数学文化[J];高等数学研究;2008年01期
，本文编号：2419223
本文链接：https://www.wllwen.com/jiaoyulunwen/chuzhongjiaoyu/2419223.html
