| The "Compulsory Education Mathematics Curriculum Standard（2011）" proposes in the textbook compilation recommendations that "the textbook can introduce relevant background knowledge in a timely manner,including the application of mathematics in nature and society,and related materials on the history of mathematics." In recent years,related researches on the history of mathematics have gradually emerged,especially under the educational goal of "cultivating people by virtue",the educational function of the history of mathematics has been further deepened,and it is becoming a new force in mathematics education.However,the current situation of integrating the history of mathematics into the classroom teaching of elementary school mathematics is not optimistic.How to solve the problem of integrating the history of mathematics into the classroom teaching of elementary school mathematics,improve the status quo of "high evaluation,low application" in the history of mathematics,so as to give full play to the educational value of mathematics history.Issues worthy of attention.This research is based on the question-oriented method of integrating the history of mathematics into the teaching of elementary school mathematics,taking students in a certain class of the sixth grade of a primary school as the main research object,and taking the "round" unit teaching in the sixth grade of the People’s Education Press as an example to carry out two rounds of integrating the history of mathematics Action research for classroom teaching.In the process of action research,the researcher successively conducted three questionnaire surveys with sixth grade students and conducted three interviews with teachers.Through the implementation of action research and the comparative analysis of the two rounds of research data,continuous teaching reflection and teaching improvement are carried out,with a view to the author’s intuitive experience and reflection of the two rounds of action research,and summarize the relevant strategies of integrating the history of mathematics into elementary school mathematics teaching to achieve action purpose.Through two rounds of action research,nine strategies for integrating the history of mathematics into elementary school mathematics teaching are proposed from three perspectives:1.From the perspective of selecting appropriate historical materials of mathematics:selecting historical materials of mathematics with educational value and selecting historical materials of mathematics suitable for the teaching content;2.From the perspective of choosing the right time to integrate the history of mathematics,it is proposed that the class introduction link is integrated into the history of mathematics,the new knowledge link is integrated into the history of mathematics,the consolidation exercise link is integrated into the history of mathematics,the summary sublimation link is integrated into the history of mathematics,and the clever generation link is integrated into the history of mathematics;3.From the perspective of selecting the appropriate method of integrating the history of mathematics,it is proposed:designing a rich integration form of the history of mathematics and adopting multiple methods of integrating the history of mathematics.By proposing practical strategies for integrating history of mathematics into teaching,it hopes to provide reference and reference for frontline teachers to integrate history of mathematics into teaching. |
