Research On The Theoretical Construction And Implementation Strategy Of HPM Teaching Model Based On Three-dimensional Goals

All along,mathematics teaching strongly advocates to excavate"mathematics culture ",and puts forward that mathematics history as a part of mathematics culture can be introduced into mathematics teaching,and HPM specially studies integrating mathematics history into mathematics education.To make HPM better implement to practice and respond to the call of"student-oriented" in the new curriculum reform,this paper constructs a T-HPM teaching model to promote the effective integration of three-dimensional goals and HPM.As follows:" First,the teacher fully collects and understands the historical data of the related topic,sums up a series of important problems that the topic has experienced in the course of development;Second,divides the different historical data that explore the same problem into the same part,so as to clarify the several major problem solving stages experienced in the development of the corresponding theme;Third,analysis the historical data of each stage and combined with the students' cognitive level to guide the implementation of teaching so that students can experience the problem solving process again,which not only helps to realize the three-dimensional goal of mathematics synchronously,but also enables students to further expand their ability of mathematical thinking and problem-solving in the process of "re-creation ",which helps to improve the quality of innovative thinking and implement the"people-oriented "teaching thought."According to the T-HPM teaching mode,this paper formulates the concrete teaching strategy and divides into six steps,the first step:the theme present situation analysis,understands the theme curriculum goal,as well as the present question which the student is easy to encounter in this topic study aspect,provides the direction for the later teaching design;the second step:the theme historical data mining,refers to excavates the historical data related to the theme development,and transforms it into the teaching material which may be used in the teaching,it is a foundation that the mathematics history is introducted classroom teaching;The third step is to classify and sort out the complicated historical materials,and divide the different historical materials which study the same problem into one part,which will help to transform them into available teaching materials;the fourth step:teaching design,according to the segmented historical materials,to clarify the context of the development of the subject,as a reference to divide the teaching plate,and set up the classroom teaching links in combination with the historical materials;the fifth step:teaching implementation,using problem cards and statement cards as tools,teachers guide students through the process of problem solving;the sixth step:teaching evaluation and reflection,according to the implementation of teaching,further improve the teaching design.In order to further enable teachers to implement teaching strategies,this paper also set up a "historical data mining collation" work sheet and "structural design" work sheet.After that,taking"irrational numbers" as an example to carry on the concrete T-HPM teaching mode design,and doing the "irrational numbers" case study in the first(2)class of Taiping Street Middle School in Yuanping City,through the concrete analysis of the results of teacher interviews and student questionnaires,improving the teaching mode:" First,teachers fully collect and understand the historical data of relevant topics,sum up several major problems that the subject has experienced in the course of development;Second,the different historical materials to explore the same problem are divided into one class,and the collated historical materials are recorded as historical materials 1,2,3...Third,students are divided into groups,each group explores a class of historical materials,and works together to find relevant historical information,so that they can re-experience the inquiry process of problems,and the sense of participation is further strengthened;fourth,guided by teachers,students share in class in groups,and teachers conclude that students' thinking is fully stimulated,and their ability to think and solve problems is expanded.Further improve students' innovative thinking quality and group cooperation ability.This is conducive to the simultaneous realization of three-dimensional mathematics goals,and it is important to the implementation of the "people-oriented" teaching ideas.T-HPM teaching model is further improved.