摘要
M·克莱因数学教育思想的核心内容是数学史为教学的指南 :数学教材的编写和数学课堂教学都应以史为鉴 ,通过数学的发展史来了解学生的认知发展规律 ,通过数学家的困难来解释和克服学生的学习困难 ,改变学生错误的数学观 ,根据历史发展的顺序来安排教学内容的顺序 ,利用历史背景知识来激发学生的兴趣 ,展示数学的魅力 ,创造学习的动机 .在这种数学教育思想指导下的课堂教学具有浓郁的人文气息 ,数学因此不再索然寡味 ,不再冰冷无情 ,不再一味抽象 ,不再孤芳自赏 ,不再远离现实 。
One of the most important viewpoints of Morris Kline (1908～1992) on mathematics education is that history of mathematics should be the guide to pedagogy of mathematics: both of textbooks and classroom teaching of mathematics should take the history as an object lesson. Mathematics teachers can understand the laws of students' cognitive development, explain and overcome the students' difficulties and change their erroneous conceptions of mathematics through difficulties encountered and mistakes made by mathematicians, arouse students' interest, exhibit the fascination of mathematics and create the motivation of learning mathematics by means of relevant historical knowledge. Directed by this viewpoint on mathematics education, the teaching of higher mathematics will be filled with strong atmosphere of humanities, mathematics will no longer be tedious, dead, emotionless, far away from reality. Therefore, it should be used for reference in our teaching of higher mathematics.
出处
《曲阜师范大学学报（自然科学版）》
CAS
2004年第4期106-110,共5页
Journal of Qufu Normal University(Natural Science)
基金
上海市重点学科建设项目基金
数学天元青年基金 ( 10 2 2 60 0 8)资助
关键词
M·克莱因
数学史
数学教学
微积分
M Kline
History of mathematics
Mathematics teaching
Calculus
