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渗透数学文化教育的高中数学教学研究-1-摘要内容摘要：新一轮课程改革无疑是对传统数学教学的挑战，从理念到内容，从方法到模式，蕴含着古今中外杰出数学人才成长史、数学演变史、数学思维发展史的数学文化在数学教学中的价值逐渐得到认同，数学课程应当反映数学的历史、应用和发展趋势，反映数学与社会发展相互作用、相互推动的关系，反映数学科学的思想体系、美学价值，已经成为数学教育教学研究的共识。在高中数学教学中渗透数学的科学价值、应用价值、人文价值，进行数学愉快教学，让学生学会体验、欣赏数学，帮助学生培养热爱数学知识、自主进行数学技能训练，在数学文化的熏陶中逐步将知识、技能内化为一种数学性格，生成良好的数学素养，是高中数学教学的新视点，本文结合数学史范例，从高中数学新课程改革的角度探讨数学文化在高中数学教学的渗透，并通过实验证明，数学文化背景下教与学理念和形式的人文化、多样化，课题的研究对高中数学教学有着极大的促进作用，将对学生的终身数学学习的兴趣和能力产生深远的影响，有利于完善学生的数学人格，促进他们身心的健康发展。关键词：数学文化数学素养数学教学研究性合作学习渗透数学文化教育的高中数学教学研究-2-AbstractContent:Anewwaveofcoursereformisundoubtedlyachallengetoconventionalmathteaching.Fromtheideastocontents,frommethodstomodels,withthedevelopmentstoriesofmanyoutstandingmathematicaltalentshistory,withtheevolvementhistoryofmathematics,andwiththehistoryofmaththinking,themathculture’svalueinmatheducationisgraduallyrecognizedandaccepted.Themathcourseshouldreflectmath’shistory,math’sapplicationanddevelopmenttrend,andmath’sinteractionandco-developmentwiththesociety,andreflectmathscience’sideologysystemandaestheticvalues.Thishasbecomeacommonrecognitioninmatheducationresearch.Itisanewviewpointthatteachersteachcoursesinanenjoyablewaywithmath’ssciencevalues,practicalvalues,andhumanityvalues.Meanwhile,teachershelpstudentsexperienceandenjoymath,helpthembegintolovemathknowledgefromthebottomoftheirhearts,helpstudentsobtaintheirmathtechniquesbythemselves.Inthisway,studentsgraduallyintegrateknowledgeandtechniquesintoamathcharacteristic,andobtainexcellentmathaccomplishments.Thepaperintroducesexamplesofmathhistory,fromtheanglesofmathscoursereformexploresmathculture’sinfluenceinhighschoolmathcourseteaching.Thepaperproveswithexperimentsthat,ithasgreatlypromotedhighschoolmathcourseteaching,withthehumanityanddiversificationofconceptsandformsofteachingandproject.Itisalsobeneficialtostudents’personalitydevelopmentandtheirdevelopmentinphysicalandmentalhealth,profoundlyinfluencedstudents’interestsandabilitiesinlearningmaththroughouttheirlives.Keywords:Mathematicsculture;Mathematicsskillset;Mathematicsteaching;Researchingcooperationandlearning渗透数学文化教育的高中数学教学研究-3-目录引言···········································································11新课程背景下关于数学的思考···········································12问题的提出································································1第1章树立数学文化观···························································41.1数学与文化··········································································41.1.1关于数学··········································································41.1.2数学文化的概念界定···························································41.2数学文化观··········································································51.2.1数学文化在中学数学教学中的迷失和回归································51.2.2在中学数学教学中树立数学文化观·········································6第2章数学文化的形成和发展·········································72.1数学发展史概述····································································72.1.1古代数学时期····································································72.1.2变量数学时期····································································92.1.3近、现代数学时期······························································92.1.4我国现代数学的发展··························································102.2数学文化的发展···································································122.2.1几何、微积分、非欧几何与数学文化·····································122.2.2自然、综合国力与数学文化·················································132.2.3人的发展与数学文化··························································14第3章高中数学教学渗透数学文化教育的必要性················163.1渗透数学文化教育是高中新课标的要求····································163.2渗透数学文化教育是素质教育的重要内容·································163.3渗透数学文化教育可以有效激发学习数学的热情························183.4渗透数学文化教育有助于全面认识数学的价值··························19第4章高中数学教学渗透数学文化教育的实施···················214.1通过介绍数学史来渗透数学文化教育·································214.2创新教学方法，传播数学文化········································234.2.1发掘数学的内蕴，展示数学的美学价值····························234.2.2重视数学思维的培养，崇尚数学的理性精神······················244.2.3营造良好的课堂文化氛围，体现数学的人文精神·················264.3渗透数学思想方法，提高学生数学素养······························27渗透数学文化教育的高中数学教学研究-4-4.3.1运用数学思想方法的创新属性培养数学创新意识·················274.3.2运用数学思想方法的辩证特点培养正确的世界观、完善认知结构··············································································284.3.3在课堂教学中实施化归、构造函数等数学思想方法的渗透·······284.4开展研究性合作学习，体验感悟数学文化的价值····················30第5章高中数学教学渗透数学文化教育的实验研究···············365.1实验的目的·····························································365.2实验的理论依据························································365.2.1普通高中数学新课程标准···········································365.2.2学习理论·····························································365.3实验设计·······························································365.4实验结果分析··························································37结语··········································································40参考文献····································································41附录1··············