Experimental Research On The Integrating History Of Mathematics Into Senior High School Mathematics

Since the 18 th National Congress of the Communist Party of China,General Secretary Xi Jinping has always emphasized that the fundamental task of education is to cultivate people by virtue,and integrating the history of mathematics into high school mathematics provides an effective way for mathematics teaching to accomplish this goal.The integration of mathematics history into high school mathematics also follows the requirements of literacy idea,the core of mathematics,and guides students to become socialist builders and successors with all-round development of morality,intelligence,physique,beauty and labor.This study is based on the theoretical basis of the core literacy of mathematics and the development of students' mathematical thinking,and integrates the history of mathematics into senior high school mathematics for practical exploration.By combing the requirements of the new curriculum standard for the history of mathematics,the distribution of some contents related to the history of mathematics in teaching materials,and the introduction of teaching fragments,the practical scheme of integrating the history of mathematics into senior high school mathematics is implemented.At the same time,two classes of Grade Two are selected as experimental classes and control classes,and the practical research of integrating mathematics history into mathematics teaching in senior high schools is carried out,and the effect of integrating mathematics history teaching effectively in senior high school mathematics classroom is demonstrated.Through specific empirical analysis,this study mainly draws the following conclusions: First,high school students' mathematics scores are positively correlated with their self-efficacy,positively correlated with their academic achievement goals,and negatively correlated with procrastination behavior;Secondly,the self-efficacy of students who have integrated the history of mathematics into high school mathematics has improved significantly,while the self-efficacy of students who have not integrated the history of mathematics into high school mathematics has no significant change;Thirdly,the achievement goals of students who integrate mathematics history into high school mathematics are significantly improved,while those who do not integrate mathematics history into high school mathematics have no significant change;Fourthly,the procrastination behavior of the students who integrated the history of mathematics into senior high school mathematics decreased significantly,while the procrastination behavior of the students who did not integrate the history of mathematics into senior high school mathematics did not change significantly.This study is helpful to provide a good practical reference case for the integration of Chinese mathematics history into senior high school mathematics teaching,and also to explore the problems existing in the integration of mathematics history into senior high school mathematics,and promote the teaching of senior high school mathematics to a new level.