数学史与数学教育(HPM)这一研究领域自提出以来就为广大学者所关注,但是尽管评价积极,将其融入课堂教学的实践仍然不足,出现了“高评价、低运用”的现象。解决这一现象需从教学这一主要环节开始,本文依据数学史融入课堂教学需要遵循的适时适量性、关联性、启发性、创新性原则,对课堂教学过程中的新课导入、新知讲解、练习巩固、应用拓展以及作业布置等环节分别提出系列策略,如采用数学史故事导入,对比古今的数学思想方法讲授知识点等,旨在让数学史更深入且自然地融入数学教学过程中。最后,利用所提出的策略对《指数函数的概念》一节进行教学设计。The history and pedagogy of mathematics (HPM) has been concerned by many scholars since it was put forward, but although the evaluation is positive, the practice of integrating HPM into classroom teaching is still insufficient. There is a phenomenon of “high evaluation, low application”. To solve this problem, we need to start with the main link of teaching. According to the principles of timeliness, appropriateness, relevance, inspiration and innovation that mathematical history needs to be integrated into classroom teaching, this paper puts forward a series of strategies for the introduction of new lessons, the explanation of new knowledge, the consolidation of exercises, the development of application and the arrangement of homework in the process of classroom teaching, for example, the introduction of mathematical history stories and the comparison of ancient and modern mathematical thinking methods to teach knowledge points. It aims to make the history of mathematics more deeply and naturally integrated into the teaching process of mathematics. Finally, the teaching design of “The Concept of Exponential Function” section is carried out by using the proposed strategy.
展开▼
