Research On Application Of Situational Teaching In Lhasa Junior Middle School From Perspective Of HPM

The Pythagorean theorem seems so simple that some students even learned it when they were in elementary school.But when was such a theorem discovered? How is this proved? Few students can say it.According to the "Mathematics Curriculum Standards for Compulsory Education(2022 Edition)",mathematics teaching should pay attention to allowing students to experience mathematical activities as mathematicians,so the process of generating a proposition should be redesigned.As a mathematics curriculum,logical thinking is very important and is the core of mathematics.The proof of Pythagorean theorem should inspire students.However,our teaching generally adopts reasons such as class teaching,large class teaching,exam driven,content oriented rather than process oriented,and emphasis on memory.For a theorem teaching lesson,there are often three steps in the middle: generating the theorem,proving its rationality,and applying the theorem.The investigation of students’ learning is mainly focused on the application of theorems,so most of the time in the classroom is spent on excessive exercises and excessive training,while ignoring the learning of the essence of mathematics.The purpose of this study is to restore the process of mathematicians exploring the Pythagorean Theorem at various historical stages in various countries from the perspective of HPM,and to use situational teaching to enable eighth grade students to experience the process of historical mathematicians discovering new knowledge.Improve students’ ability to expand their thinking and explore independently,as well as their historical and humanistic feelings and scientific literacy.Stimulate students’ interest and thinking inspiration in classroom learning,enable students to trace back to the development of mathematics,look forward to the future,connect with the development of humanities and history,possess scientific thinking,and view mathematical problems from a developmental perspective.At the same time,focus on the cultivation of students’ core mathematical literacy,develop mathematical history and mathematics education from the perspective of moral cultivation,improve students’ cultural heritage,and deepen their scientific spirit.This article uses three research methods: literature analysis,questionnaire,and case analysis to understand the research situation of integrating the Pythagorean Theorem into the history of mathematics at home and abroad.It investigates the current situation of some middle school teachers and eighth grade students in Lhasa in learning the history of mathematics and the teaching of the Pythagorean Theorem.The survey results found that the eighth grade students in Lhasa have a relatively poor learning foundation,and generally have a low level of understanding of the mathematical history related to the "Pythagorean Theorem".In the teaching process,teachers have not consciously expanded the courses related to mathematical history,and few students can independently learn this piece of mathematical history content.Therefore,it is very necessary to strengthen the learning of mathematical history related aspects through some teaching methods,Then the author analyzes the implementation effect of the HPM situational teaching method in the eighth grade "Pythagorean Theorem" teaching in Lhasa.Finally,we redesigned the HPM situational teaching based on the current situation of mathematics teaching,and then conducted an experimental comparison with the traditional teaching method of teachers.Comparing the "Pythagorean Theorem" themed classroom with the traditional general teaching method and the HPM situational teaching method,this article first analyzed and collected the mathematical textbooks and relevant historical materials of the "Pythagorean Theorem" for the eighth grade of junior high school.Then,HPM situational teaching method and ordinary traditional teaching method were implemented in two teaching classes at the same level in Grade 8 of Lhasa City,followed by classroom tests.SPSS25.0 software was used to conduct independent sample t-tests to analyze the differences in scores before and after the experiment.Both the control group and the experimental group showed significant differences in scores.The research results indicate that the HPM situational approach is considered as a potential implementation course,which plays a mediating role between expected courses and teachers’ classroom practice.After implementing the HPM situational teaching method,students’ scores have significantly improved,and it has been found that the teaching of "Pythagorean Theorem" is very suitable for carrying out the HPM situational teaching method in Lhasa.The HPM situational teaching method may slightly affect the teaching process,as it expands the depth of students’ mathematics learning and allows them to understand the application of mathematics in history;To enable students to master mathematics is not an abstract and isolated concept,but is separate from students’ real life.It is more helpful for students to understand,remember,and apply theorems.The ability of students to learn independently will therefore be greatly improved.Using HPM situational teaching is one of the simplest and most practical methods to help students expand their mathematical history.