Teaching Experimental Study On The History Of Mathematics As The Organizer

Organizer can help students learn new knowledge.It is not only a bridge between existing knowledge and new knowledge,but also the entire scaffolding supporting teaching.The history of mathematics can reduce the difficulty of new knowledge,through abstract interpretation of new knowledge,to help students understand.This chapter combines history of mathematics and organizer,and will study the role and influence of the history of mathematics as the organizer.The history of mathematics content is "Zu Geng principle",the teaching content is selected A version taught high school mathematics compulsory 2 "space geometry volume".Through the implementation of two different teaching(Zu Geng principle as the organizer of teaching and speaking practice with teaching),compare the difference in students' immediate effect and delay effects between experimental group and control group,and then analyze the role and effectiveness of the history of mathematics as the organizer.According to the experimental teaching,for related questionnaires and interviews,the following conclusions:1?The history of mathematics as the organizer can contact the students' prior knowledge and new knowledge,and it can guide students to use the latest knowledge to explore and learn new knowledge.2?In effect,the history of mathematics as the organizer is more helpful to understand simple knowledge.3?In terms of memory,the history of mathematics as the organizer is more conducive to long-term memory.According to the above conclusions,there are some teaching strategies and recommendations,such as: the history of mathematics as the organizer can acquire new knowledge as a ladder;using the history of mathematics as the organizer to help students? long-term memory;exercise used together with the history of mathematics as the organizer.