数学史融入数学教学模式的国际研究与启示

International Study on Models of Integrating History of Mathematics into Teaching and Its Enlightenment

探讨数学史融入教学的模式是近年来HPM研究中的重要问题，研究者在数学教育的整体框架下，综合考虑数学史与教学要素的关系，建构了许多融入模式，如诠释学模式、资源联络模式、历史-心理的认识论模式、三面向模式、“为何-如何”模式．这些模式对于我国的HPM本土化建设有多方面的启示：教师是数学史融入的主体；课程目标是数学史融入的方向；多角度分析是数学史融入的关键；数学史资源急待开发；HPM应成为教师教育的重要内容．

In recent years, models of Integrating History of Mathematics into Teaching have been an important issue in HPM study. Many models have been constructed based on theoretical frame of mathematical education and relations between history of mathematics and other teaching elements, such as hermeneutics model, materials interconnection model, epistemological model, tri-domains model, whys-hows model. These models enlighten us on our native HPM study： During the integrating History of Mathematics into Teaching; teachers are a main body; the curriculum goal is a direction; the multiple perspectives analysis is a key; it is urgent to develop the resource of mathematical history; HPM should become the important content in teacher education.