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新课标中明确提出:“数学探究、数学建模、数学文化应贯穿于整个高中数学课程之中。”这不仅将数学史内容的教学纳入到了高中数学课堂当中,更明确了其与探究、建模相当的知识地位。这不仅是对教师进行教学设计时所提出的新要求,更是需要广大教师从教学思维上进行更新与改观的。在很多教师眼中,数学史在课堂教学当中是可有可无的,甚至将它作为教学过程中的调味剂。在新的数学教学背景下,数学史不能只是停留在纸面文字上的小故事,它对
The new curriculum clearly states: “Mathematical inquiry, mathematical modeling, mathematical culture should run through the entire high school mathematics curriculum.” This not only included the teaching of mathematical history into the high school mathematics classroom, but also made it clear that Explore, model the status of knowledge. This is not only the new requirements put forward by the teachers in teaching design, but also the need of the majority of teachers to update and change from the teaching thinking. In the eyes of many teachers, the history of mathematics is dispensable in classroom teaching, even as a flavoring in the teaching process. In the new mathematics teaching background, the history of mathematics can not just be a small story stuck on the paper,