A Study Of The Educational Functions Of The Chinese Remainder Theorem In The New Curriculum

Just as Einstein said,"Interest is the best teacher". Therefore, the maths teaching should pay attention to developing the students'interest in studies and arousing their enthusiasm for studies. So in the course of teaching process, adding some knowledge about the history of maths can help the students understand the source of the maths knowledge, relieve their boredom of maths, stimulate the students'interest in maths learning, develop their indomitable perseverance and enlighten their maths thinking.Before studying the educational functions of the Chinese Remainder Theorem, I especially did some research on the application of the Dayan Seeking Unity Method in the high school teaching process and wrote an article titled《An Example of the Dayan Seeking Unity Method》,which was published on the fifth issue of《The Monthly Journal of High School Mathematics》in 2008.This study introduces the Chinese Remainder Theorem, the splendid achievement, to the students from the perspective of algorithm, and explains our ancient algorithm to the students in simple terms , thus making the students get a clear idea of the characteristics of algorithm , further realize the ideas of algorithm and know the persevering spirit of exploration and rigid attitude of our forefathers.In this way, we can arouse the students'interest in maths learning and get a better understanding of maths.This thesis consists of five parts. The first part is about the background,the aim and the significance of this study. The second part is about the literature review of the Chinese Remainder Theorem. In this part, I want to stimulate the students'spirit of exploration and enhance their patriotism and national pride through our ancients'research process of the Chinese Remainder Theorem.The third part is the study and the educational functions of the Chinese Remainder Theorem.In this chapter , I want to broaden the students'horizons, activate their thinking and strenthen their confidence in math learning through the research on the Chinese Remainder Theorem. The fourth part is about the findings and discussion of this study.In this chapter, I analyse the application of the principle to the maths contest, to the life and to the contemporary code system. The fifth part is teaching implications. I propose some teaching suggestions according to the questionnaire answered by the maths teachers and students from some high schools in our city.