Study On Integrating Chinese Traditional Mathematics Into Junior Middle School Mathematics Teaching Based On The Genetic Approach To Teaching And Learning

In 1972,the establishment of International Study Group on the Relations between History and Pedagogy of Mathematics(HPM)has made related theoretical and practical research on the history of mathematics integrating into mathematics teaching become a worldwide topic.From the domestic perspective,in the context of the new curriculum reform,especially since 2005,HPM has been gradually familiar with the domestic mathematics education circles.The educational value of mathematics history is increasingly recognized by middle school teachers.However,it is subject to the "four no" dilemma in the so-called "no time in the class,no information in the hand,no request for the examination,the students without foundation".Although related academic research is in the ascendant,there are a number of teaching cases and mathematical culture readings.However,because these teaching reference materials are not comprehensive,nor have they become a series.The integration of mathematics history into mathematics teaching is still in a dilemma of "high evaluation and low application".The purpose of this study is to investigate the related theoretical research and status of teaching method Chinese traditional mathematics based on integration of junior high school mathematics teaching,and teaching design of junior high school mathematics teaching into China in traditional mathematical basis,in order to provide a theoretical reference and practical guidance for the teaching Chinese traditional mathematics into Junior middle school.The theoretical research includes two aspects: one is the study of historical similarity and the teaching method.Through the study found that,based on Darwin's theory of evolution "biogenetic law" to education "historical resemblance" to "genetic approach to teaching and learning",and then to Polya's "rediscovered" learning methods and made a summary of "re creation" teaching method,which is a mathematics teaching method to students from study on the general principle of science to education principle gradually deduction process,is an inevitable trend of development.The two is the study of Chinese traditional mathematics and itseducational value.Chinese traditional mathematics has distinct social and practical characteristics,and the structural and mechanized way of thinking is the main feature that contrasts sharply with western mathematics.In addition to the value of education has a general knowledge of mathematics history,Chinese traditional mathematics has its own unique educational value,helps to broaden their horizons,change ideas,expand thinking,cultivate sentiments.The investigation shows that the junior middle school mathematics teaching into Chinese traditional mathematics: teachers and students know little about the basic knowledge and basic Chinese traditional mathematical methods;teachers seldom used Chinese ancient computation as examples or exercises,causing most of the students of the ancient problem cannot read,lose interest;develop more teaching cases,to provide more resources is to change the history of mathematics "high evaluation the status quo of the application,a pressing matter of the moment is low;outstanding story is the effective way to increase the students' interest in learning the history of mathematics.The teaching design of Chinese traditional mathematics into junior middle school mathematics classroom teaching is the foothold of this study.In the history of mathematics into the classroom instructional design should be selected,can best embody the Chinese traditional mathematical algorithm and unique method based on topic,take "genetic approach to teaching and learning" teaching design mode,as far as possible with the original title China ancient mathematical works in the present problems,and the use of the basic principle of traditional mathematical China(such as access principle complement)to solve the problem.In this study,and the teaching design for subject in the application of similar triangles in a complementary principle,from the problem(ancient Computation)method(accesscomplementarity principle,similar to the shape of the Pythagorean theory of proportions)exercises are used raw materials China ancient mathematics.For some Chinese traditional mathematical characteristics is very obvious,advantage of a very prominent issue,the whole process of infiltration Chinese traditional mathematics teaching design style is a bold attempt,compared to a hodgepodge of instructional design in combination with general type of at all times and in all countries can give students,will leave a deepimpression,get good teaching effect.