| In recent years,research about mathematical culture has been emerging endlessly,and the study of mathematical history is a very essential part of it.For primary school students,the history of mathematics is mainly reflected in hundred of mathematical historical stories.In view of the urgent need to excavate the value of mathematics culture,the educational value of mathematical historical stories and the demand of improving the present situation of the lack of cultural value in mathematics teaching,it is very necessary to study the application of mathematical historical stories in primary school teaching.This thesis is divided into three chapters:The first chapter is about mathematical historical stories and its application value in primary school mathematics teaching.A mathematical historical story,that is,a story that contains the context,development,circulation and evolution of mathematical knowledge,or a story that embodies mathematical values,mathematical ideas,mathematical wisdom,and mathematical methods in historical events,or a story that occurs between a mathematician or celebrity in history and mathematics,but also some historical stories created to enhance the understanding of knowledge.Mathematical historical stories has great educational value,it has great advantages in promoting the development of non-intelligence factors of primary school students,helping them to understand and master mathematics knowledge,and cultivating their patriotic sentiment and international vision.The second chapter is about the present situation investigation of mathematical historical stories' application in elementary school mathematics teaching.This paper adopts "questionnaire star" to involve many elementary school mathematics teachers in Jinan in questionnaire,and carries on the result statistics and analysis after recycling.It is found that the application of mathematics historical stories in primary school mathematics teaching at present has some problems,such as the difference between concept and practice,the lack of integration time,and the single way of application and so on.The reasons for these problems were analyzed in combination with the results of the interview.The main causes of these problems are: unable to do what one hopes to do——lack of teachers' own attainment;unspeakable imprisonment——pressure of examination-oriented education;skillful women can not cook without rice ——lackof cases and resources that can learn from.The third chapter is about the mathematical historical stories application strategy in elementary school mathematics teaching.In view of the problems and causes mentioned above,the author puts forward some ways to improve them: choosing the historical stories of mathematics carefully,grasping the time of application reasonably,pursuing multiple applications ways,providing multiple powerful guarantee,etc. |
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