| Our country’s primary and middle school mathematics curriculum reform has been conducted for ten years. In the joint efforts of the administrative department of education, mathematics education experts, mathematical historians, mathematics textbook writers, and mathematics teachers, mathematics curriculum reform in our country has received some staged achievement. In particular, some new ideas and new content’ practicing have got a high evaluation. Integrating the history of mathematics into mathematics teaching is an important aspect emphasized by mathematics curriculum reform, and it is also a hot issue at present in our country’s mathematics education research. Although the role that the history of mathematics played in mathematics education has been concerned by a growing number of mathematicians, mathematics education experts and general mathematics education workers, and they also have done a lot of practical work, the various current domestic researches which are relevant to integrating the history of mathematics into mathematics teaching mostly concentrated in the high school and university stage. Researches for integrating the history of mathematics into the junior high school mathematics teaching, especially for the practical level, are opposite less, and the results obtained are not many. On this basis, this study from two aspects of the junior high school mathematics textbooks and teachers’ lesson plans, studied the current situation of integrating the history of mathematics into the junior high school mathematics teaching.The full text is divided into five chapters.Chapterl firstly introduced the reasons of the topic selection. Secondly analyzed the present situation and trends related to the study from domestic and foreign two viewpoints. Once again, discussed the significance of this study, and last pointed out the features and innovative points.Chapter2made the Beijing Normal University version of junior high school mathematics textbooks as example. For the history of mathematics integrated in this version’ mathematics textbooks, we combed, classified, counted and analyzed its general distribution, set layout, content selection, presentation and model of integration. Revealed the internal and external characteristics of the history of mathematics integrated in the junior high school mathematics textbooks. The first four statistics content are external characteristics, and the model of integration is internal characteristics.Chapter3on the basis of the above work, through the following three channels collected the supporting teachers’ lesson plans:(1)《junior high school new curriculum-excellent lesson plans》 Series;(2) Official website of the Beijing Normal University Press of basic education bureaus;(3) the teachers shared resources in Baidu library. The total is989. For the history of mathematics integrated in teachers’ lesson plans, we combed, classified, counted and analyzed its integration situation, set layout, content selection, presentation and model of integration. Revealed the actual situation of the junior high school mathematics teacher integrating the history of mathematics into mathematics teaching, as well as the situation of their use of mathematical historical materials outside the textbooks.Chapter4based on the foregoing two statistic results, from two aspects of the textbook compilation and teachers’ teaching, put forward some advices separately from different dimensions. We hope these advices could inspire the related mathematics education researchers, mathematics textbook writers, mathematics teachers.Chapter5summarized the whole text, and pointed out two places of this study which need to be improved, at the same time, also puts forward some problems which can be studied further.This study is aimed at to reveals the actual situation of integrating the history of mathematics into junior high school mathematics teaching, to discusses the related problems among the integrating progress, and to seek for the methods to solve the problems. |
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