Teaching Design And Case Analysis Of Graphics And Geometry In Junior High School Under HPM

In response to the call of curriculum standards,the history of mathematics has become one of the hottest topics in mathematics education.However,the penetration and integration of the history of mathematics in the actual teaching classroom needs to be further explored,especially in the field of geometry,its research is slightly insufficient.The teaching design research on the integration of mathematics history into junior high school graphics and geometry is lacking in quantity and relatively simple in content and form.Based on this situation,this paper raises the following questions:1.What difficulties do students and teachers encounter when applying HPM in practice?2.What measures or suggestions are there for the difficulties in the above problems?3.Can the teaching of the history of mathematics help students learn geometry better? How can a more general HPM instructional design be promoted?Through the further analysis of the graphics and geometry modules in the junior middle school,the HPM-style teaching design was carried out by taking "Plane Cartesian Coordinate System","Mapping with Rulers" and "Exploring the Pythagorean Theorem" as examples,and further integrated the "Exploring Hooking" The teaching design of "Stock Theorem" is applied to actual teaching,forming a real teaching case.Through the questionnaire survey and feedback from teachers and students,the research reached the following conclusions:1.The predicament of HPM in practical application is expounded from three aspects: teachers,students and teaching materials.First of all,the difficulties faced by teachers in applying HPM are: their own lack of ability.Secondly,the difficulties faced by students in the face of mathematics historical materials are: difficulty in reading the question stems;lack of attention to mathematics history caused by test-taking thinking.Judging from the Zhejiang Education Edition textbooks,the number of materials for the history of mathematics is relatively lacking,and the layout order of historical materials in chapters needs to be changed;the relevant research learning content proposed has not been implemented in practice.2.Answered the second research question from three aspects: teachers,design of teaching cases,and selection of historical propositions.First of all,it is necessary to increase the mathematical literacy of the teaching staff;secondly,the design of teaching cases should add the content of the history of mathematics in the course introduction,course implementation,course evaluation and course feedback links,and make inquiry-based mathematics learning an important part of students' autonomous exploration of the history of mathematics way.Finally,it is difficult for students to understand the question stem.To break through this difficulty,educators need to further think and explore from the perspective of historical proposition selection.3.Most of the students expressed that they were more interested in mathematics learning after integrating into the history of mathematics,and believed that learning the history of mathematics could broaden their knowledge and improve their reading comprehension ability.with conflict.For HPM teaching design,front-line teachers can design correspondingly according to the different positions of mathematics history in the textbook.The teaching design of "Exploring the Pythagorean Theorem" can be imitated as a case of research-based learning.How to use HPM-style teaching in the chapters that do not involve the history of mathematics in the textbook requires the joint efforts of experts and scholars.In addition,not all the content has a corresponding history of mathematics that can be integrated into the curriculum.How to choose between the integration of mathematics history and the introduction of advancing with the times and close to the reality of life is a question worth continuing to think about.