Concept teaching has always been an important part of high school math teaching.Incorporating concept-based math history knowledge into the teaching frontline is insufficient nowadays.As a part of the math culture,math history being a part of math teaching is favored by a large number of math historians and high school math teachers.In actual classes,however,it has been a challenging task to incorporate math history into the concept teaching of high school math due to limited time,classroom assessment criteria,and the college enrollment rate requirement which purely focuses on the academic performance of students,and also the fact that math teachers have insufficient knowledge of math history and unreasonable math history textbooks.This research uses teaching experiments,questionnaire surveys and interviews and other research methods.Taking some knowledge of logarithm and solid geometry as an example,by investigating 220 high school students in a middle school in our city and interviewing the author's math teacher in the practice school,I learned The feasibility of integrating the history of mathematics into high school mathematics concept teaching,statistical analysis of the questionnaire survey data,and then conducting a mathematics classroom experiment,so as to explore two cases of integrating mathematics history into high school mathematics concept teaching,and finally based on the students in the experimental class and the control class Examination scores,high school second course selection and whether to stick to the competition road data,spss data analysis.From the author's experimental results,incorporating the history of mathematics into high school mathematics concept teaching can allow students to better understand related concepts,break through the difficulties in mathematicsteaching,and grasp the teaching focus.And draw the following conclusions: support the integration of the history of mathematics into the teaching of mathematics concepts;enhance the students' ability to resist stress,help students adhere to the initial competition path;have a certain impact on the course selection of high school sophomores;improve students' initiative in learning mathematics.At the same time,it also explores the addition,replication and reconstruction of the integration of learning history into high school mathematics concept teaching,which provides first-line teachers with examples of integrating mathematics history into high school mathematics concept teaching.Due to time constraints and various limitations,this study still has many shortcomings.The author will continue to explore the impact of the integration of mathematics history into high school mathematics concept teaching on students and teachers in his future teaching career,especially in class selection Whether the department can have a long-term impact will be further explored. |