新课改背景下高中数学教师数学史与数学文化知识的现状调查

Investigation on the Current Status of Historical and Cultural Knowledge of Mathematics for Senior High School Math Teachers in the Context of New Curriculum Reform

新课改背景下高中数学教师的数学史与数学文化知识的现状是：绝大多数教师虽然认可数学史与数学文化知识对其教学的重要性,但对《标准》里设置数学史与数学文化的目标、理念及教学要求等并没有仔细阅读过,对数学文化的内涵也不甚理解;许多教师在平时教学中很少渗透数学史与数学文化的知识内容,对新课程中涉及到的数学史实、数学家事迹、数学名题及数学作用等的认识情况整体不容乐观;不同职称教师对数学史与数学文化知识的认识存在不同程度的显著性差异等.因此,高中数学教师应更新其原有的知识观念,加强对数学史与数学文化知识的学习;调整高师数学系的课程结构,有针对性地充实＂数学史＂选修课的内容;加强职后培训的针对性,弥补高中数学教师数学史与数学文化知识的缺失;通过校本教研等活动,分享不同层次数学教师发展其数学史与数学文化知识的经验及做法;拓展高考的命题范围,适当增加数学史与数学文化知识的考察内容.

Senior high school mathematics teacher-concerned questionnaires investigation reveals that the importance of the historical and cultural knowledge of mathematics in the context of new curriculum reform are recognized by a great number of math teachers, but few have read the Curriculum Standard thoroughly so as to comprehend its objectives, conceptions, demands and contents, the majority of teachers seldom introduce any mathematical historical and cultural knowledge to students, their attitudes and awareness to the knowledge of mathematical history, mathematician deeds, famous mathematical problems and mathematical role that are required by the new curriculum are not optimistic. There are distinct differences among teachers of different academy titles on this issue. Based on the extensive investigation, the research then accordingly proposes some revision suggestions on the issue.