A Study On The Lesson Action Of Junior Middle School Circle From The Perspective Of HPM

Mathematics culture is an indispensable part of the textbook.The importance of mathematics culture is reflected in the Mathematics Curriculum Standards for Compulsory Education(2011 edition)and general High School Mathematics Curriculum Standards(2017 edition).The main research purpose of HPM theory is how to better integrate the history of mathematics into daily teaching.No matter the understanding of circles in primary school,junior high school,or senior high school,circles and equations are all throughout the basic education curriculum.Especially,the knowledge of circles in junior high school plays a unique role of connecting the past and connecting the future.The author tries to solve the following problems through this paper:1.How do students accept the teaching of Circle from the perspective of HPM?2.From the perspective of HPM,how does the teaching of Circle affect students' emotional attitudes and values?3.From the perspective of HPM,what are the views of frontline teachers on the teaching effect of Circle?This study adopts the method of literature review,questionnaire survey method,interview method and action research method,and other research methods,in the perspective of HPM design and implementation of o 'clock after junior high school mathematics "circle" of four courses,and course of action feedback and reflection on the selected two phases of action research,the last of this article three conclusions:1.Most students can accept the teaching method of Circle from the perspective of HPM.2.The teaching of Circle from the perspective of HPM is conducive to the cultivation of students' learning interest,enhancement of their learning motivation and self-confidence;To increase students' national pride and respect for the ancients;Make students feel the connection between mathematics and other subjects.3.Front-line teachers have the following views on the teaching effect of Circle from the perspective of HPM:(1)Can basically complete the preset teaching objectives;(2)It is helpful for teachers to further understand the whole knowledge of The Circle;(3)There is a lack of systematic mathematical historical data that can be used in practical teaching;And three Suggestions are proposed for the above conclusions:1.Students should prepare knowledge in advance when learning math courses from the perspective of HPM.2.When designing mathematics courses from the perspective of HPM,teachers should master the cognitive level of all students as a whole.3.Teachers should always accumulate the material of mathematics history in life for the convenience of future teaching.